Memory, the faculty by which the mind stores and remembers information, is fundamental to human cognition. While often taken for granted, the ways in which individuals remember and the very nature of memory itself can vary significantly across cultures and societies. This article delves into the intriguing question of whether individuals in preliterate societies, those without writing systems, possessed stronger memories compared to their counterparts in literate societies. To address this question, we will examine research comparing memory abilities in these two types of societies, exploring potential explanations for observed differences, and considering the limitations and criticisms of this research.
Preliterate societies, by their very nature, rely heavily on oral tradition for transmitting knowledge, history, and cultural practices. In the absence of written records, individuals within these societies often develop remarkable memory skills to preserve and recall vast amounts of information1. For instance, the Iatmul people of New Guinea have an exceptional memory for their intricate kinship system, which involves remembering the names and relationships of numerous individuals across generations1. In some preliterate cultures, individuals can recite genealogies spanning generations, recount detailed historical narratives, or remember complex rituals and ceremonies with astonishing accuracy2.
Preliterate societies often employ mnemonic devices and strategies to enhance memory. These can include tying knots in strings, carrying pebbles, or using visual imagery and spatial cues to associate information with specific locations or objects1. Such techniques demonstrate the adaptability of human memory and the diverse ways in which individuals can develop and utilize their memory capacities in different environments.
One prominent example of this phenomenon is the practice of memorizing long poems or epic narratives, as observed in various cultural traditions3. These "bards" or storytellers serve as living repositories of cultural knowledge, relying on their exceptional memory abilities to maintain and transmit information that would otherwise be lost2.
With the advent of literacy, societies underwent a profound transformation in how information is stored and accessed. Writing systems provided a means to externalize memory, allowing individuals to record and retrieve information with greater ease and accuracy. This shift from oral to literate cultures has led some researchers to suggest that literacy may have altered the nature of memory itself4. Literacy may have indeed shifted the emphasis from rote memorization to other cognitive skills, such as critical thinking, analysis, and interpretation4.
Literacy can enhance certain aspects of memory, such as the ability to organize and categorize information, as well as to engage in abstract reasoning and problem-solving4. However, the advent of text may have also led to an overreliance on verbatim memorization and a potential decrease in deeper understanding4. This suggests that while literacy provides valuable tools for externalizing memory, it may also come with certain trade-offs in terms of how information is processed and internalized.
However, it is crucial to recognize that memory in literate societies is not solely dependent on external aids. Individuals still rely on their internal memory for a wide range of tasks, from remembering daily events and personal experiences to learning new information and acquiring complex skills.
Research comparing memory abilities in preliterate and literate societies has yielded mixed results. Some studies suggest that individuals in preliterate societies may perform better on certain memory tasks, particularly those involving spatial memory5. For example, one study found that individuals from a preliterate society in Liberia were more accurate in recalling the spatial location of objects compared to individuals from a literate society in the United States6. This could be attributed to the fact that individuals in preliterate societies may rely more on spatial cues and environmental features for navigation and memory, whereas those in literate societies may rely more on maps and written directions.
Furthermore, research suggests that culture can affect one's perception and expectations of others to a great degree, to the point where memory is distorted to fit with what they expect to happen6. This highlights the influence of cultural schemas and biases on how individuals perceive and remember social information.
On the other hand, studies have shown that East Asians may better remember interpersonal details and emotional context7. This suggests that cultural values and social norms can shape the types of information that individuals prioritize and remember.
Other studies, however, have found no significant differences in memory performance between preliterate and literate individuals8. For instance, a study comparing memory for stories in a preliterate society in Papua New Guinea and a literate society in the United States found that both groups showed similar levels of recall9.
These seemingly conflicting findings highlight the complexity of comparing memory across cultures and the need to consider various factors that may influence memory performance. These factors can include variations in research methods, sample characteristics, and cultural contexts. For example, differences in educational background, exposure to testing situations, and cultural norms regarding memory and storytelling could all contribute to the observed variations in memory performance.
Several theories and hypotheses have been proposed to explain the potential differences in memory abilities between preliterate and literate societies. In relation to the observed memory differences, one prominent theory is the "cultural mediation hypothesis," which suggests that culture shapes the development and use of cognitive tools, including memory strategies1. According to this theory, preliterate societies may develop specialized memory skills and techniques that are less common in literate societies due to the availability of external memory aids. For example, the use of mnemonic devices and spatial memory strategies may be more prevalent in preliterate societies where oral tradition and environmental knowledge are essential for survival and cultural transmission.