ABSTRACT
Neuropsychological assessment has traditionally focused on measures of cognition. Although cognition and culture are closely connected, implications of the relationship between the two have often been neglected. The assessment of cognition originally referred primarily to the concept of intelligence, with an emphasis on a traditional, western, quantitative approach, requiring literacy and skills in test taking, (e.g., using writing materials, symbols; being attentive, following instructions, working with speed and accuracy, etc) typically achieved through a formal educational system. Nell (2000) notes that both formal education and urbanization contribute more to test performance variance, than does ethnicity or the traditional variables of age, sex, and socioeconomic status.
