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We studied cognitive inhibitory processes and verbal regulation of behavior of individuals with different levels of education (including adult illiterates) in Brazil (N = 136) and in Estonia (N = 560) with person-oriented methods of data analysis. Our aim was to discover whether dominant type of word meaning structure (WMS) can define the "Great Divide", the single breaking point that universally defines certain direction of subsequent to it cultural evolution. We found that both cognitive inhibition of irrelevant for the task at hand information or actions as well as correct activation of relevant information or actions is significantly more common in individuals who rely predominantly on logical concepts in their thinking. The higher level of education was also associated with more efficient cognitive inhibition and activation. The patterns of test performance also suggest that there can be a qualitative difference in the efficiency of cognitive inhibition-activation processes between everyday conceptual and logical conceptual thinkers. The former group of individuals may achieve much higher performance levels than any individual in the former group. We also discuss cognitive similarities and differences between adults with low or no formal education on the one hand and children and educated adults with brain damage on the other. The results are in agreement with the theory of unilineal hierarchic cultural evolution. Individual psychic development and cultural evolution can be both understood in terms of the WMS development.

We studied visual-perceptual abilities of individuals with different levels of education (including adult illiterates) in Brazil (N = 136) and in Estonia (N = 560) with person-oriented methods of data analysis. Our aim was to discover whether dominant type of word meaning structure (WMS) can define the "Great Divide", the single breaking point that universally defines certain direction of subsequent to it cultural evolution. We particularly focused on the everyday concept-logical concept shift that takes place in the formal education system. We found that logical concepts were rarely available for illiterates; availability of logical conceptual thought increases together with the level of education. Most illiterates were able to find figures of concrete objects from complex overlapping and embedded contour figures but none of them could find all abstract figures from the same complex figures. Also none of the illiterates could perform beyond chance level in both mental rotation tasks together. Ability to perform correctly on all visual-spatial tasks increased with the increase in logical concepts and with the increasing level of education. The distribution of respondents according to the WMS level, level of education, and performance on the visual-spatial tasks indicated that individuals are developmentally heterogeneous: achievement of the tertiary level of education and logical conceptual thinking mechanisms does not guarantee high level performance on the visual-spatial tasks. The results are in agreement with the theory of unilineal hierarchic cultural evolution. Individual psychic development and cultural evolution can be both understood in terms of the WMS development.