Chapter 12 Neuropsychological Assessment of Culturally and Educationally Dissimilar Individuals Antonio E. Puente University of North Carolina, Wilmington, NC Miguel Perez-Garcia, Raquel Vilar Lopez, Natalia A. Hidalgo-Ruzzante and Ahmed F. Fasfous Universidad de Granada, Granada, Spain I. INTRODUCTION Over the last quarter of the past century, chnical neuropsychology has grov\'n to become an impoitant area of professional psychology (Puente, 1992; Puente & Marcotte, 2000; Rabin, BaiT, & Burton, 2005; Sweet, Meyer, Nelson, & Moberg, 2011). Despite its unprecedented growth and impact, both in psychology and in medicine (most notably in neurology), the field has not considered the important variable of culture in its unique approach to the measurement of humans. The purpose of this chapter is to discuss the role of cultural variables in neuropsychological assessment. This chapter outlines objectives and the development of what is now being called cross-cultural neuropsychology. This is broadly defined as the assessment of brain function using psychometric methods to inform about the role of culture in the psychological assessment of minority group members. Traditionally, cross-cultural psychology has dealt with the comparisons of persons across distinct cultures (Willey and Herskovitz, 1927). In this chapter, the approach is to subsume the contrast and comparisons of individuals from a majority group to those of a minority group. In fact, we define ethnicity much in the same way we would define cul- ture. Next, attention to the application of these principles to neuropsychologi- cal evaluation will be pursued. Issues such as illiteracy and adaptation will be considered. In addition, specific strategies for interviewing, testing, and inter- preting results will be presented. Finally, suggestions for future training and research in the area will be considered.