Journal articles: 'Illiterates'

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Crystal, David. "Literacy 2000." English Today 2, no. 4 (October 1986): 9–12. http://dx.doi.org/10.1017/s0266078400002364.

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Carrets, Fernanda Dachi, Felipe Garcia Ribeiro, and Gibran da Silva Teixeira. "Isolated illiteracy and access to social programs: evidence from Brazil." International Journal of Social Economics 46, no. 5 (May 13, 2019): 669–85. http://dx.doi.org/10.1108/ijse-03-2018-0132.

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Purpose The purpose of this paper is to investigate whether isolated illiteracy generates a barrier to knowledge about the Brazilian Federal Government’s Single Registry for social programs. Design/methodology/approach Based on information contained in the Brazilian National Household Sample Survey (Pesquisa Nacional por Amostra de Domicilios – PNAD) 2014, the propensity score matching method was combined with the algorithm proposed by Imbens (2015). The analyzed sample consists of two groups of illiterate individuals: isolated illiterates (IILs) (treatment group), which consists of only illiterate individuals who live with other illiterates; and proximate illiterates (PILs) (control group), which consists of illiterates who live with someone who is literate in the household. Findings Evidence indicates that IIL individuals are, on average, less likely to know about the single registry than PIL people. Research limitations/implications The main limitation relates to the database since the only information available in the PNAD on the access to the single registry is for the year 2014. Practical implications The evidence found in the study reinforces the need to invest in the fight against illiteracy in Brazil. Social implications Results show that a portion of the possible beneficiaries of social programs are still “invisible” to the government’s social protection networks, and this highlights the existence of possible errors of exclusion. Originality/value The paper compares two groups of illiterate people, a group that lives in an isolated illiteracy situation and the other that does not. It also assesses the effect of literacy externalities on the access to the Brazilian Single Registry.

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Chase, Sharon. "The Corporate Illiterates: the Hidden Illiterates of Silicon Valley." Bulletin of the Association for Business Communication 54, no. 4 (December 1991): 31–35. http://dx.doi.org/10.1177/108056999105400407.

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de Duran, Esmeralda Matute. "Aphasia in illiterates." Journal of Neurolinguistics 2, no. 1-2 (April 1986): 115–30. http://dx.doi.org/10.1016/s0911-6044(86)80007-0.

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NITRINI, RICARDO, PAULO CARAMELLI, EMÍLIO HERRERA, CLÁUDIA SELLITTO PORTO, HELENICE CHARCHAT-FICHMAN, MARIA TERESA CARTHERY, LEONEL TADAO TAKADA, and EDSON PEREIRA LIMA. "Performance of illiterate and literate nondemented elderly subjects in two tests of long-term memory." Journal of the International Neuropsychological Society 10, no. 4 (July 2004): 634–38. http://dx.doi.org/10.1017/s1355617704104062.

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Cognitive evaluation in developing countries is a difficult undertaking due to low levels of schooling and particularly the illiteracy still frequent in the elderly. This study was part of the epidemiologic evaluation of dementia in Catanduva, Brazil, and had the objective of comparing the performance of illiterate and literate nondemented elderly individuals in 2 tests of long-term memory—the delayed recall of a word list from the CERAD and the delayed recall of common objects presented as simple drawings from the Brief Cognitive Screening Battery (BCSB). Fifty-one elderly subjects (23 illiterates) were evaluated, and the performance of the illiterates and literates differed in the CERAD memory test, but not in the BCSB memory test. This test may be more suitable for the assessment of long-term memory in populations with a high frequency of illiterates, and therefore might prove to be a useful screening tool for the diagnosis of dementia. (JINS, 2004,10, 634–638.)

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Morais, José, Sao Luis Castro, Leonor Scliar-Cabral, Régine Kolinsky, and Alain Content. "The Effects of Literacy on the Recognition of Dichotic Words." Quarterly Journal of Experimental Psychology Section A 39, no. 3 (August 1987): 451–65. http://dx.doi.org/10.1080/14640748708401798.

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The hypothesis that awareness of phonemic segments influences the way in which speech is perceived was examined. Illiterate adults, who generally lack awareness of segments, were compared with literates, who are aware of the segmental structure of speech, on the recognition of words presented dichotically. A group of people who learned to read and write but who do it only occasionally was also tested. The results indicated much better performance in literates than in illiterates or semiliterates. In addition, literates made proportionally more single-segment errors, especially those limited to the first consonant, and fewer global errors, i.e. on all the segments of a syllable, than illiterates. On the other hand, phonetic feature blendings were as frequent in illiterates as in literates. It is suggested that awareness of segments allows attention to be focused on the phonemic constituents of speech and thus contributes to better recognition in difficult listening conditions. However, awareness of segments does not influence the preattentive extraction of phonetic information.

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Dillon, Elizabeth A., and L. Charles Ward. "Validation of an MMPI Short Form with Literate and Illiterate Patients." Psychological Reports 64, no. 1 (February 1989): 327–36. http://dx.doi.org/10.2466/pr0.1989.64.1.327.

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An Improved Readability Form (IRF) of the MMPI was orally administered to 100 literate and 119 illiterate patients, and 140 literate patients were given the full MMPI with standard instructions. Profile comparisons of the MMPI with the IRF given to literates or extracted from the full MMPI yielded only small differences. The much larger differences in the IRF profiles of the illiterates were removed by controlling statistically for sex, race, age, and education. The IRF, when given to literate patients, was a good substitute for the full MMPI in predicting Brief Psychiatric Rating Scale scores. For the illiterates, the two most salient relationships with scores on the Brief Psychiatric Rating Scale were preserved, but several weaker associations were qualitatively altered. When the IRF is administered to illiterate patients, the pattern of clinical correlates may differ from those obtained with literate patients given the IRF or MMPI.

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Takada, Leonel Tadao, Paulo Caramelli, Helenice Charchat Fichman, Cláudia Sellitto Porto, Valéria Santoro Bahia, Renato Anghinah, Maria Teresa Carthery-Goulart, et al. "Comparison between two tests of delayed recall for the diagnosis of dementia." Arquivos de Neuro-Psiquiatria 64, no. 1 (March 2006): 35–40. http://dx.doi.org/10.1590/s0004-282x2006000100008.

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Diagnosis of dementia is a challenge in populations with heterogeneous educational background. OBJECTIVE: To compare the accuracies of two delayed recall tests for the diagnosis of dementia in a community with high proportion of illiterates. METHOD: The delayed recall of a word list from the CERAD battery (DR-CERAD) was compared with the delayed recall of objects presented as line drawings from the Brief Cognitive Screening Battery (DR-BCSB) using ROC curves. Illiterate (23 controls and 17 patients with dementia) and literate individuals (28 controls and 17 patients with dementia) were evaluated in a community-dwelling Brazilian population. RESULTS: The DR-BCSB showed higher accuracy than the DR-CERAD in the illiterate (p=0.029), similar accuracy in the literate individuals (p=0.527), and a trend for higher accuracy in the entire population (p=0.084). CONCLUSION: the DR-BCSB could be an alternative for the diagnosis of dementia in populations with high proportion of illiterates.

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Boltzmann, Melanie, Thomas Münte, Bahram Mohammadi, and Jascha Rüsseler. "Functional and structural neural plasticity effects of literacy acquisition in adulthood." Zeitschrift für Neuropsychologie 30, no. 2 (May 1, 2019): 97–107. http://dx.doi.org/10.1024/1016-264x/a000254.

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Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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Boltzmann, Melanie, Jascha Rüsseler, Zheng Ye, and Thomas F. Münte. "LEARNING TO READ IN ADULTHOOD: AN EVALUATION OF A LITERACY PROGRAM FOR FUNCTIONALLY ILLITERATE ADULTS IN GERMANY." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 33–46. http://dx.doi.org/10.33225/pec/13.51.33.

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It is estimated that 759 million individuals worldwide are illiterate, i.e. they cannot read or write properly. With 95%, the majority of the illiterate population lives in developing countries. In most cases, these individuals did not attend school and, therefore, did not have the chance to acquire any skills in reading and writing. They are referred to as primary illiterates. However, illiteracy is not restricted to developing countries: In developed countries there are individuals who have great difficulties with reading and writing despite attending school for several years; they are termed as functional illiterates. For most individuals, the ability to read and write is crucial for being employed and socially accepted. Thus, education is an essential prerequisite for personal growth and satisfaction with life. The present research presents an innovative approach to overcome deficits in reading and writing in adults. The effectiveness of the program was investigated in two courses, each comprising 18 German functionally illiterate adults. Results show that participation in the program was accompanied by improved literacy skills and neuronal changes measured with fMRI. Key words: adulthood, fMRI, evaluation, functional illiteracy, reading and writing, training program.

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11

Rosselli, Monica, Alfredo Ardila, and Patricia Rosas. "Neuropsychological assessment in illiterates." Brain and Cognition 12, no. 2 (March 1990): 281–96. http://dx.doi.org/10.1016/0278-2626(90)90020-o.

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12

Castro, São Luís, and José Morais. "Ear differences in illiterates." Neuropsychologia 25, no. 2 (January 1987): 409–17. http://dx.doi.org/10.1016/0028-3932(87)90028-5.

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13

KOSMIDIS, MARY H., KYRANA TSAPKINI, VASILIKI FOLIA, CHRISTINA H. VLAHOU, and GRIGORIS KIOSSEOGLOU. "Semantic and phonological processing in illiteracy." Journal of the International Neuropsychological Society 10, no. 6 (October 2004): 818–27. http://dx.doi.org/10.1017/s1355617704106036.

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Researchers of cognitive processing in illiteracy have proposed that the acquisition of literacy modifies the functional organization of the brain. They have suggested that, while illiterate individuals have access only to innate semantic processing skills, those who have learned the correspondence between graphemes and phonemes have several mechanisms available to them through which to process oral language. We conducted 2 experiments to verify that suggestion with respect to language processing, and to elucidate further the differences between literate and illiterate individuals in the cognitive strategies used to process oral language, as well as hemispheric specialization for these processes. Our findings suggest that semantic processing strategies are qualitatively the same in literates and illiterates, despite the fact that overall performance is augmented by increased education. In contrast, explicit processing of oral information based on phonological characteristics appears to be qualitatively different between literates and illiterates: effective strategies in the processing of phonological information depend upon having had a formal education, regardless of the level of education. We also confirmed the differential abilities needed for the processing of semantic and phonological information and related them to hemisphere-specific processing. (JINS, 2004,10, 818–827.)

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Zhang, Tracy Y. "“Deaf-mutes, Illiterates, And Women”." Feminist Media Studies 7, no. 4 (December 2007): 381–96. http://dx.doi.org/10.1080/14680770701631588.

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15

Cummings, Nicholas A. "Are healthcare practitioners economic illiterates?" Families, Systems, & Health 20, no. 4 (2002): 383–93. http://dx.doi.org/10.1037/h0089593.

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Mashau, T. S., N. H. Mutshaeni, and L. R. Kone. "Competent Illiterates or Competent Literates:." International Journal of Educational Sciences 11, no. 1 (October 2015): 113–19. http://dx.doi.org/10.1080/09751122.2015.11890381.

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Fleener, Fran T., and Jan F. Scholl. "Academic Characteristics of Self-Identified Illiterates." Perceptual and Motor Skills 74, no. 3 (June 1992): 739–44. http://dx.doi.org/10.2466/pms.1992.74.3.739.

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The purpose was a descriptive account of the academic characteristics of 35 adults (22 men and 13 women) who perceived themselves as needing help in reading. Ages of participants ranged from 16 through 60 years. All had completed Grade 6, mean of Grade 11. Sixteen were functionally illiterate, that is, read below Grade 5. Twenty-seven were unemployed. The most common deficiencies found were in phonics, comprehension, and perception. All aspects of phonics, but especially the sounds of the short vowels, were a problem. Difficulties in perception were evident in reversals of letters and words, miscalling letters, and adding and omitting letters. Comprehension, the calling of words without knowing their meaning, was a major problem. Some individuals found it necessary to read aloud to understand. Others read so slowly they lost the meaning of a paragraph before they had finished it. Difficulty in remembering was perceived by some subjects as a factor in their lack of reading skill. It is hoped that by identifying these specific deficiencies in reading skills greater emphasis could be placed on them, and illiteracy could be prevented or at least reduced.

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Duñabeitia, Jon Andoni, Karla Orihuela, and Manuel Carreiras. "Orthographic Coding in Illiterates and Literates." Psychological Science 25, no. 6 (April 23, 2014): 1275–80. http://dx.doi.org/10.1177/0956797614531026.

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19

Lehr, Jay H. "A GENERATION OF AQUIFER-ANALYZING ILLITERATES." Ground Water 24, no. 5 (September 1986): 594–96. http://dx.doi.org/10.1111/j.1745-6584.1986.tb03706.x.

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Trovato, Gabriele, Josue G. Ramos, Helio Azevedo, Artemis Moroni, Silvia Magossi, Reid Simmons, Hiroyuki Ishii, and Atsuo Takanishi. "A receptionist robot for Brazilian people: study on interaction involving illiterates." Paladyn, Journal of Behavioral Robotics 8, no. 1 (April 25, 2017): 1–17. http://dx.doi.org/10.1515/pjbr-2017-0001.

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Abstract The receptionist job, consisting in providing useful indications to visitors in a public office, is one possible employment of social robots. The design and the behaviour of robots expected to be integrated in human societies are crucial issues, and they are dependent on the culture and society in which the robot should be deployed. We study the factors that could be used in the design of a receptionist robot in Brazil, a country with a mix of races and considerable gaps in economic and educational level. This inequality results in the presence of functional illiterate people, unable to use reading, writing and numeracy skills. We invited Brazilian people, including a group of functionally illiterate subjects, to interact with two types of receptionists differing in physical appearance (agent v mechanical robot) and in the sound of the voice (human like v mechanical). Results gathered during the interactions point out a preference for the agent, for the human-like voice and a more intense reaction to stimuli by illiterates. These results provide useful indications that should be considered when designing a receptionist robot, as well as insights on the effect of illiteracy in the interaction.

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Bertelson, Paul, José Morais, Luz Cary, and Jesus Alegria. "Interpreting data from illiterates: Reply to Koopmans." Cognition 27, no. 1 (October 1987): 113–15. http://dx.doi.org/10.1016/0010-0277(87)90040-0.

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Kolinsky, Régine, Luz Cary, and José Morais. "Awareness of words as phonological entities: The role of literacy." Applied Psycholinguistics 8, no. 3 (September 1987): 223–32. http://dx.doi.org/10.1017/s0142716400000278.

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ABSTRACTIlliterate, unschooled adults were tested on their notions of word length. Experiment 1 showed that only about half of them performed very poorly on a task requiring the production of a long/short word. They were clearly inferior to formerly illiterate, unschooled adults. The illiterate group also broke up neatly into two subgroups, one performing perfectly or very well, the other failing completely or almost completely, when required to match the written and the oral form of long/short words. Similarly, Experiment 2 showed that about half of the illiterates were unable to choose the longest of two names when presented with drawings of objects. The results suggest that learning to read, though not strictly necessary, plays a decisive role in the development of the ability of many individuals to focus on phonological length.

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KRAUS, THOMAS J. "‘UNEDUCATED’, ‘IGNORANT’, OR EVEN ‘ILLITERATE’? ASPECTS AND BACKGROUND FOR AN UNDERSTANDING OF AΓPAMMATOI (AND IΔIΩTAI) IN ACTS 4.13." New Testament Studies 45, no. 3 (July 1999): 434–49. http://dx.doi.org/10.1017/s0028688598004342.

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In Acts 4.13 Peter and John are designated as αγραμματoι... και ιδιωται. Is that phrase meant as a harsh disparagement of the two apostles by the members of the Sanhedrin? On the basis of lexical, contextual, and social-historical evidence this study argues against an evaluation of the double qualification through the eyes of modern people with their usual disregard for illiterates (and non-specialists). The documentary papyri especially present a different, unbiased picture without any social or negative impact of illiteracy and non-specialism. They help to clarify Acts 4.13 and make the terms ‘illiterate people’ and ‘laymen’ acceptable.

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Montague, William E., Thomas G. Sticht, William B. Armstrong, Daniel T. Hickey, and John S. Caylor. "How Some "Functional Illiterates" Succeeded in Real Life." Educational Researcher 18, no. 4 (May 1989): 59. http://dx.doi.org/10.2307/1176654.

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Levi, Don. "Why do illiterates do so badly in Logic?" Philosophical Investigations 19, no. 1 (January 1996): 34–54. http://dx.doi.org/10.1111/j.1467-9205.1996.tb00119.x.

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Kallen, Denis. "Failure and underachievement in education: The new illiterates." Prospects 17, no. 2 (June 1987): 213–22. http://dx.doi.org/10.1007/bf02195102.

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Ardila, Alfredo, Monica Rosselli, and Patricia Rosas. "Neuropsychological assessment in illiterates: Visuospatial and memory abilities." Brain and Cognition 11, no. 2 (November 1989): 147–66. http://dx.doi.org/10.1016/0278-2626(89)90015-8.

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Yoon, Jaehong, Jungnyun Lee, and Mincheol Whang. "Spatial and Time Domain Feature of ERP Speller System Extracted via Convolutional Neural Network." Computational Intelligence and Neuroscience 2018 (2018): 1–11. http://dx.doi.org/10.1155/2018/6058065.

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Feature of event-related potential (ERP) has not been completely understood and illiteracy problem remains unsolved. To this end, P300 peak has been used as the feature of ERP in most brain–computer interface applications, but subjects who do not show such peak are common. Recent development of convolutional neural network provides a way to analyze spatial and temporal features of ERP. Here, we train the convolutional neural network with 2 convolutional layers whose feature maps represented spatial and temporal features of event-related potential. We have found that nonilliterate subjects’ ERP show high correlation between occipital lobe and parietal lobe, whereas illiterate subjects only show correlation between neural activities from frontal lobe and central lobe. The nonilliterates showed peaks in P300, P500, and P700, whereas illiterates mostly showed peaks in around P700. P700 was strong in both subjects. We found that P700 peak may be the key feature of ERP as it appears in both illiterate and nonilliterate subjects.

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Acharya, Alok, Ava Pokhrel, Amar Kumar Yadav, and Rimu Mishra. "Study of housing conditions among people of a rural community in Morang, Eastern Nepal." Journal of Nobel Medical College 6, no. 2 (April 5, 2018): 1–8. http://dx.doi.org/10.3126/jonmc.v6i2.19562.

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Background : Poor Housing condition, sanitation and hygiene is associated with adverse health conditions. This study is done to assess the housing conditions, sanitation coverage and hygiene practices among rural community in Bhaudaha VDC, eastern Nepal.Material &Methods: A cross sectional study was conducted from 22nd May 2016 to 22nd November 2016 in Bhaudaha VDC of eastern Nepal with appropriated sample size of 525 participants. A direct interview was taken with structured questionnaire. Chi square test was used to find out association of the variables.Results: Out of 525 respondents, adequate ventilation was present among 54.9% literates followed by 44.2% illiterates (p=0.01) and separate kitchen was also found among 77.2% of literates and 64.6% of illiterates (p=0.002). Among Dalit castes 74.4% had separate kitchen in their house followed by 50.7% janajatis (p<0.001). Covering of stored water was found in 75.8% Dalit and 61.2% Janajati (P=0.003). Improved sanitation was highest among other terai casts (78.1%) followed by Dalits (59.9%) and 58.2% Janajati (p=0.132).Conclusion: There is need of appropriate methods of health education to be focused on all the groups in the community for improvement in sanitation and healthy housing conditions and targeted more towards Janajati and illiterate group and further studies need to be done in different region of Nepal to understand the cause of disparities in housing and sanitation conditions among different groups.Journal of Nobel Medical CollegeVolume 6, Number 2, Issue 11 (July-December, 2017) Page: 1-8

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ARDILA, ALFREDO, FEGGY OSTROSKY-SOLIS, and VICTOR U. MENDOZA. "Learning to read is much more than learning to read: A neuropsychologically based reading program." Journal of the International Neuropsychological Society 6, no. 7 (November 2000): 789–801. http://dx.doi.org/10.1017/s1355617700677068.

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Departing from the observation that illiterates significantly underscore in some neuropsychological tests, a learning-to-read method named NEUROALFA was developed. NEUROALFA is directed to reinforce these underscored abilities during the learning-to-read process. It was administered to a sample of 21 adult illiterates in Colima (Mexico). Results were compared with 2 control groups using more traditional procedures in learning to read. The NEUROPSI neuropsychological test battery was administered to all the participants before and after completing the learning-to-read training program. All 3 groups presented some improvement in the test scores. Gains, however, were significantly higher in the experimental group in Orientation in Time, Digits Backward, Visual Detection, Verbal Memory, Copy of a Semi-Complex Figure, Language Comprehension, Phonological Verbal Fluency, Similarities, Calculation Abilities, Sequences, and all the recall subtests, excluding Recognition. Performance in standard reading tests was also significantly higher in the experimental group. Correlations between pretest NEUROPSI scores and reading ability were low. However, correlations between posttest NEUROPSI scores and reading scores were higher and significant for several subtests. Results are interpreting as supporting the assumption that reinforcement of those abilities in which illiterates significantly underscore results in a significant improvement in neuropsychological test scores and strongly facilitates the learning-to-read process. The NEUROALFA method of teaching reading to adult illiterates is beginning to be used extensively in Mexico. To our knowledge, this is the first attempt to apply neuropsychological principles to social problems. (JINS, 2000, 6, 789–801.)

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Bertelson, Paul, Beatrice de Gelder, Leda V. Tfouni, and Jose Morais. "Metaphonological abilities of adult illiterates: New evidence of heterogeneity." European Journal of Cognitive Psychology 1, no. 3 (September 1989): 239–50. http://dx.doi.org/10.1080/09541448908403083.

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HAVRON, NAOMI, and INBAL ARNON. "Reading between the words: The effect of literacy on second language lexical segmentation." Applied Psycholinguistics 38, no. 1 (May 5, 2016): 127–53. http://dx.doi.org/10.1017/s0142716416000138.

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ABSTRACTThere is evidence that the ability to segment an utterance into words improves with literacy, yet previous research makes it difficult to disentangle the effect of literacy from that of age or cognitive abilities. We tested the hypothesis that literacy increases lexical segmentation in a second language in a unique sample of adult illiterates learning to read in their second language, controlling for cognitive abilities and using a task that taps language processing rather than only metalinguistic awareness. Participants’ segmentation was correlated with first language reading at the beginning of an intensive literacy course for illiterate adults. At the end of the course, those learning to read for the first time benefited more in terms of their segmentation abilities. We discuss implications for models of second language learning.

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Rosselli, M. "Neuropsychology of Illiteracy." Behavioural Neurology 6, no. 2 (1993): 107–12. http://dx.doi.org/10.1155/1993/714540.

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It is proposed that analysis of illiteracy can not only discern the influence of schooling background on neuropsychological test performance, but also contributes to obtaining a better understanding about the cerebral organization of cognitive activity. Brain organization of cognition, and cognitive sequelae of brain pathology in illiterates are reviewed. It is concluded that: (1) cognitive abilities, as measured by standard neuropsychological tests, are significantly influenced by schooling background; and (2) educational and cultural variables may affect the degree (albeit, not the direction) of hemispheric dominance for language, and other cognitive abilities. A more bilateral representation of cognitive abilities in illiterates is hypothesized.

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Du Plessis, P. J., and Truida Prekel. "Communicating with illiterate consumers." South African Journal of Business Management 17, no. 4 (December 31, 1986): 175–81. http://dx.doi.org/10.4102/sajbm.v17i4.1053.

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Communicating effectively with consumers is a major problem facing marketers world-wide. In South Africa a substantial proportion of adult consumers are illiterate. Considerable potential could be unlocked if marketers were to differentiate or expand their communication strategy to specifically address illiterate consumers. It is estimated that between 40% and 50% of adult blacks in South Africa are illiterate. Exploratory research was undertaken to establish how a sample of illiterate and semi-literate blacks perceived, recognized and understood a selection of printed advertisements of consumer products. Results indicate that respondents have a high recognition of product application, and a fairly high recognition of brand names. In some cases message distortion and misinterpretation occurred, indicating that advertisers must ensure that communication with this market segment is clear, possibly by portraying a functional or product application setting. Certain brand names have become 'elevated' to generic names, an respondents tend to have fairly strong brand preferences for certain grocery products. Female respondents appear to be an important target group for advertisers of domestic consumables and grocery items because many of them influence product choice both in their own, and in their employers' homes. Marketers should establish to what extent illiterates constitute an important market segment for them, and devise specific ways to communicate with this large group of 'unnoticed' consumers.

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MANLY, JENNIFER J., DIANE M. JACOBS, MARY SANO, KAREN BELL, CAROL A. MERCHANT, SCOTT A. SMALL, and YAAKOV STERN. "Effect of literacy on neuropsychological test performance in nondemented, education-matched elders." Journal of the International Neuropsychological Society 5, no. 3 (March 1999): 191–202. http://dx.doi.org/10.1017/s135561779953302x.

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The current investigation compared neuropsychological test performance among nondemented literate and illiterate elders. The sample included participants in an epidemiological study of normal aging and dementia in the Northern Manhattan community. All participants were diagnosed as nondemented by a neurologist, and did not have history of Parkinson's disease, stroke, or head injury. Literacy level was determined by self-report. MANOVAs revealed a significant overall effect for literacy status (literate vs. illiterate) on neuropsychological test performance when groups were matched on years of education. The overall effect of literacy status remained significant after restricting the analyses to elders with no formal education, and after controlling for the effects of language of test administration. Specifically, illiterates obtained lower scores on measures of naming, comprehension, verbal abstraction, orientation, and figure matching and recognition. However, tests of verbal list delayed recall, nonverbal abstraction, and category fluency were unaffected by literacy status, suggesting that these measures can be used to accurately detect cognitive decline among illiterate elders in this sample. Differences in organization of visuospatial information, lack of previous exposure to stimuli, and difficulties with interpretation of the logical functions of language are possible factors that contribute to our findings. (JINS, 1999, 5, 191–202.)

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Verhoeven, Ludo T. "Literacy in Europe." Annual Review of Applied Linguistics 12 (March 1991): 118–41. http://dx.doi.org/10.1017/s026719050000218x.

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During the past decade literacy has gradually become a major concern throughout Europe. Though there is a great diversity in both the distribution and degree of (il)literacy in different countries, there has been an increasing general awareness of the numbers of illiterates and the consequences of being illiterate for personal life. Apart from local literacy campaigns, in 1984 the European Community initiated a broader program to combat illiteracy in member countries. The emphasis of the integrated policy was on prevention, stressing optimal access to literacy education, including opportunities for preschool education. Gradually, attention was also paid to the reduction of illiteracy among adults. Initiatives began to focus on the functional dimensions of, and the personal needs for, literacy. It was also acknowledged that literacy programs should recognize the different realities of diverse groups of learners.

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Brucki, Sonia Maria Dozzi, and Ricardo Nitrini. "Mini- Mental State Examination among lower educationl levels and illiterates: transcultural evaluation." Dementia & Neuropsychologia 4, no. 2 (June 2010): 120–25. http://dx.doi.org/10.1590/s1980-57642010dn40200008.

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Abstract Cognitive performance among illiterates and low educational levels is poorer than that observed in individuals with greater schooling. This difference can be a confounding factor in reaching an accurate diagnosis of cognitive impairment. In addition, there is great heterogeneity in performance among illiterates, probably due to different environmental demands and sociocultural backgrounds. Many reports have described the influence of education on neuropsychological measures and screening tests such as the Mini-Mental State Examination (MMSE). Objectives: To analyze performance in two samples with the same educational level, but different social and cultural backgrounds. Methods: Subjects from two different locations in Brazil (rural sample from Northern region and urban sample residing in the largest city of the Southeastern region) were matched for age and education, and submitted to the MMSE. Results: Significant differences between the groups were found in total scores on the MMSE and in temporal orientation and serial-sevens sub-items for which the urban sample performed best but analysis of illiterates alone yielded the same results, except for the copying pentagons task which was performed better by the rural sample. Conclusions: Cultural and social backgrounds, as well as demands from the environment, influence results of screening tests. Factors other than education must be taken into account when analyzing tests.

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Dutta, Pallab, Mahesh Kumar, B. Sridharan, and Vipin Tyagi. "Efficacy of Numeric Keypad for Computer Illiterates in Rural ICT." Journal of Computer Science 11, no. 8 (August 1, 2015): 928–35. http://dx.doi.org/10.3844/jcssp.2015.928.935.

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Montague, William E. "Book Reviews: How Some “Functional Illiterates” Succeeded in Real Life." Educational Researcher 18, no. 4 (May 1989): 59–60. http://dx.doi.org/10.3102/0013189x018004059.

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ur-Rehman, Inayat, Azra Shamim, Tamim Ahmed Khan, Manzoor Elahi, and Sajjad Mohsin. "Mobile Based User-Centered Learning Environment for Adult Absolute Illiterates." Mobile Information Systems 2016 (2016): 1–6. http://dx.doi.org/10.1155/2016/1841287.

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Education plays a vital role in the success of any community. Countries with increased literacy rate have improved their status on the world map. In recent years, the use of e-learning methodologies has been significant. However, majority of the previous methodologies are focused on the formal education or toddlers. The technoliteracy solutions for children are not suitable for adults and those designed specifically for adults are text dominant and require the users of these applications to be functional literate. Moreover, users’ interest (sense of belonging) is not taken into consideration in existing solutions. To address the aforementioned issues, a user study is conducted to collect users’ interests. Another highlight of our study is that we develop our system as a mobile device application to facilitate our target user group. Based on the collected interests, a 3D virtual learning environment is designed and developed for adult illiterate learners. To evaluate the effectiveness of the proposed environment, an experimental study is carried out with users. The results show that the proposed learning environment significantly improves adults learning.

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Cao, Xiaohua, Qi Yang, Ping Zhong, and Changming Chen. "The characteristics of face configural effect in illiterates and literates." Acta Psychologica 201 (October 2019): 102951. http://dx.doi.org/10.1016/j.actpsy.2019.102951.

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Mahaur, Gunjan, Sanjeev Badiger, and Shruthi M. Shetty. "Knowledge and attitude of men towards sex determination and PCPNDT act in the field practice area of a medical college in coastal Karnataka." International Journal Of Community Medicine And Public Health 4, no. 8 (July 22, 2017): 2912. http://dx.doi.org/10.18203/2394-6040.ijcmph20173345.

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Background: Usage of modern sophisticated diagnostic techniques for sex determination and preconception sex selection has been attributed to sex selective abortions and thus, may be a major contributor in decline of sex ratio.Methods: A cross-sectional study was conducted amongst married male patients attending OPDs of Rural Health Centres of K S Hegde Medical Academy over a period of 3 months (July 2016–September 2016) using a semi-structured and validated questionnaire which contained information on demographic characteristics, knowledge and attitude of married men towards sex determination and PCPNDT act. Sample size: 200. Data was analysed using SPSS 21.Results: Among 200 married men, about 62% of the illiterate knew about sex determination, whereas awareness among college passed out and graduates were 95% and 85% respectively. Awareness about PCPNDT act was 42% in graduates whereas none of the illiterates were aware and 60% of the subject thought sex determination should be punishable. 45% of them did not have any gender preference.Conclusions: This study shows that the knowledge and attitude of participants was better with a higher educational status. Thus, the illiterate part of society needs more awareness about the sex determination and PCPNDT act.

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Kurvers, Jeanne. "De Analfabetische Blik en de Geletterde Bril." Taal en bewustzijn 68 (January 1, 2002): 9–26. http://dx.doi.org/10.1075/ttwia.68.02kur.

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Until recently, studies about adults' metalinguistic knowledge nearly always dealt with adult readers. Since explanations about the development of children's metalinguistic knowledge are not conclusive about the influence of either (language) development or experience with written language. Adult illiterates form a nice test case for these contrasting hypotheses, since they are both experienced language users and inexperienced in the written code. Therefore, a research project was carried out to compare the metalinguistic knowledge of adult illiterates with another group of non-readers (young children) and with low-educated adult readers. The research project was carried out with 24 young pre-readers, 25 adult (true) illiterates and 23 adult readers with about four years of schooling. All groups were offered different tests of metalinguistic awareness on the phonological, lexical/semantic and discourse-level of language. Analysis of variance and posthoc analyses showed that, on the whole, there were hardly any differences between young children and all adults in the knowledge of linguistic entities (favouring the developmental hypotheses) while there were many significant differences between the no-nreaders on the one hand (both children and adults) and low-educated literates on the other hand. It is concluded that experience with writing systems plays a major role in triggering metalinguistic knowledge.

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MATUTE, ESMERALDA, FERNANDO LEAL, DANIEL ZARABOZO, ANTONIA ROBLES, and CONCEPCIÓN CEDILLO. "Does literacy have an effect on stick construction tasks?" Journal of the International Neuropsychological Society 6, no. 6 (September 2000): 668–72. http://dx.doi.org/10.1017/s1355617700666043.

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Since constructional apraxia is often concomitant with brain lesions, the study of constructional tasks in the non-brain-damaged population might be useful in helping to disentangle other causal factors. This paper explores the performance of illiterate individuals (N = 29) as compared to that of semiliterates (N = 21) and literates (N = 23) in order to see the effect of reading and writing abilities on constructional tasks. Each participant was asked to construct 4 figures based upon models having varying degrees of complexity. A global criterion of lack of fidelity and several analytic criteria (related to distortion, rotation, and disarticulation errors) were used to evaluate performance. Although illiterates generally made more errors than semiliterates and semiliterates more than literates, only some of these differences were statistically significant. Significant differences were found for lack of global fidelity and disarticulation errors when all 4 figures were considered together. Subtler data emerged with respect to single figures. (JINS, 2000, 6, 668–672.)

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Abadzi, Helen. "Can Adults Become Fluent Readers in Newly Learned Scripts?" Education Research International 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/710785.

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Adults learning new scripts have difficulty becoming automatic readers. They typically read haltingly, understand little of what they read, and may forget letter values. This article presents the hypothesis that halting reading among adult neoliterates is due to low-level perceptual functions in the brain that have a sensitive period. These may be related to feature integration; whether illiterate or educated, adults learning a new script may be perceiving letters as connected segments rather than unbreakable units. The time needed to resolve ambiguities and determine how the segments are combined may delay identification and result in letter-by-letter reading. This phenomenon could be called “adult neoliterate dyslexia.” It has received little research or attention, possibly because few adults need to learn new scripts. Also unschooled illiterates are rare in industrialized countries where most reading studies are carried out. Research is needed to probe into the neuropsychological origin of the adults’ fluency difficulty. Potential remedies may include action videogames and thousands of trials through computerized media.

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Barea, Karla Shimura, and Leticia Lessa Mansur. "Knowledge of semantic categories in normal aged: Influence of education." Dementia & Neuropsychologia 1, no. 2 (June 2007): 166–72. http://dx.doi.org/10.1590/s1980-57642008dn10200009.

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Abstract Semantic memory seems to resist the effects of time, remaining stable even in more advanced ages. Objective: To verify the effect of schooling level on semantic knowledge (non-living items) in normal aged. Method: 48 aged individuals were divided into three groups (based on schooling) and evaluated. Three tests were applied: verbal fluency, naming and figure classification. Results: We verified that the group with greater schooling (>8 years) differed to the illiterate and low schooling groups in most of the tasks, evoking more items in verbal fluency, correctly naming more items and presenting a greater number of "formal categories". Discussion: In the verbal fluency test, this difference could be explained by the types of strategies used by the individuals to recall words. In relation to the naming test, the effect could be attributed to limitation in the vocabulary and cognitive processing skills needed to search for semantic attributes of the figures. In categorization, this type of classification is dependent on scholastic learning. Conclusion: We concluded that both illiterate elderly and those having a low schooling level, presented poorer performance in semantic memory tests compared to the aged with a higher level of schooling. The similar behavior evidenced between illiterate and low schooling groups is intriguing. It remains unclear whether the low schooling group behaved like the illiterates or vice-a-versa. This unanswered question remains the subject of future studies.

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Winardi, Winardi. "Decentralization of Education in Indonesia—A Study on Education Development Gaps in the Provincial Areas." International Education Studies 10, no. 7 (June 27, 2017): 79. http://dx.doi.org/10.5539/ies.v10n7p79.

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Decentralization is acknowledged as the handover of government from central government to local government, including giving broader authority to local governments to manage education. This study aims to discovering education development gap between regions in Indonesia as a result of decentralization. This research method uses descriptive analysis that is supported by a combination of time series data and cross section data. Time series data used is the year 2014-2015, and the cross section data of 34 provinces in Indonesia. Gaps were revealed on the resources (including budgets, school facilities, and teachers), school participation, and the population that is illiterate in the area. The results showed that the persistence of the education development gap between regions. Gaps school facilities and number of teachers between regions still exists. The number of existing school facilities in some areas did not meet to accommodate all students. The ratio of the number of schools with teachers is still not meet. School participation rates in the provincial area still tend to be low, especially for the age group 16-18 and 19-24 years. There is gap between regions to reduce the population is illiterate, there are areas have a number of illiterates is still high despite the provincial area having income that is quite large. The study also found that, overall, the decentralization of education in Indonesia increase in the number of school participation and decrease the number of illiterate population in the provincial area.

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Schaadt, Gesa, Ann Pannekamp, and Elke van der Meer. "Auditory phoneme discrimination in illiterates: Mismatch negativity—A question of literacy?" Developmental Psychology 49, no. 11 (2013): 2179–90. http://dx.doi.org/10.1037/a0031765.

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Folia, Vasiliki, and Mary H. Kosmidis. "Assessment of Memory Skills in Illiterates: Strategy Differences or Test Artifact?" Clinical Neuropsychologist 17, no. 2 (May 2003): 143–52. http://dx.doi.org/10.1076/clin.17.2.143.16505.

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DANSILIO, S., and A. CHARAMELO. "Constructional functions and figure copying in illiterates or low-schooled Hispanics." Archives of Clinical Neuropsychology 20, no. 8 (December 2005): 1105–12. http://dx.doi.org/10.1016/j.acn.2005.06.011.

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Journal articles on the topic 'Illiterates'

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