The purpose of Assessment in Neuropsychology is not to provide a detailed contrast between the American and British styles but to delineate neuropsychological assessment techniques employed within the context of a theoretical approach to assessment. Indeed, the body of the book is devoted to solid discussions of neuropsychological assessment in the areas of visual function, sensorimotor deficits, visual perception, language, and memory (although conspicuously missing is a chapter on executive functions). With few exceptions, however, the descriptions are devoid of serious reference to the underlying cognitive models that led to development of the tests being presented. The exclusion of these theoretical underpinnings is conspicuous, given that the approach in question relies so heavily on theory to guide assessment. Perhaps the argument can be made that it is possible to provide a practical guide highlighting the tests that derive from cognitive neuropsychology. To the extent that this can be accomplished, the book meets its intended purpose. However, it is also clear that to gain the rich theoretical understanding necessary to practice this type of neuropsychological assessment, parallel reference to one of the classic texts in cognitive neuropsychology (2) will also be useful.