Abstract
An overview is provided of educational applications of integrating cognitive and neuropsychological approaches, with attention given to the problems in bridging the cognitive and neuropsychological levels in doing so. Contemporary connectionism is discussed in reference to its historical context, which can be traced to the associationistic models of memory during antiquity. Evidence is reported that verbal-analytic and spatial-holistic processing are differentially affected by task instructions that activate different generative or constructive processes during reading comprehension.
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