Abstract
Performance on neuropsychological tests can be influenced by different types of variables, some of which are internal (organic) and others, such as cultural and educational variables, are considered to be external. Culture can be defined as a historically transmitted pattern of meanings embodied in symbols, as a system of inherited conceptions expressed in symbolic forms by means of which individuals communicate, perpetuate, and develop their knowledge about and attitudes toward life (Geertz, 1973), or simply as the specific way of living of a human group. Education refers to the level of formal school training. Schooling is considered to fulfill the following fundamental aims which are roughly equivalent universally: (1) teaching broad-based generalized skills; (2) transmission in cultural knowledge (“scientific knowledge”); and (3) transmission in a large number of cultural norms (Jordan & Tharp, 1979). These fundamental aims would be similar regardless of locale, and thus schooling can be viewed as a transnational culture in itself.
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Ardila, A., Rosselli, M., Ostrosky-Solis, F. (1992). Socioeducational. In: Puente, A.E., McCaffrey, R.J. (eds) Handbook of Neuropsychological Assessment. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0682-3_7
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