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Cognition, Intelligence, and Achievement
A Tribute to J. P. Das
1st Edition - July 19, 2014
Editors: Timothy Papadopoulos, Rauno K. Parrila, John R. Kirby
Hardback ISBN:9780124103887
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eBook ISBN:9780124104440
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Cognition, Intelligence, and Achievement is motivated by the work of the renowned Professor J. P. Das on the PASS (Planning, Attention, Simultaneous and Successive Processing)… Read more
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Cognition, Intelligence, and Achievement is motivated by the work of the renowned Professor J. P. Das on the PASS (Planning, Attention, Simultaneous and Successive Processing) theory of intelligence and CAS measures (Cognitive Assessment System) of cognitive processes. This book reviews current research using this and other frameworks in understanding the relationships among cognition, intelligence, and achievement. The assessment and diagnosis of learning disabilities, mental retardation, and ADHD are addressed, and the interrelationships among cognition, culture, neuropsychology, academic achievement, instruction, and remediation are examined. No other book has presented such an integrated view across these domains, from such a diverse array of internationally known and respected experts from psychology, education, and neuroscience.
Summarizes decades of research on PASS theory and use of CAS
Discusses how findings in the neuropsychology of intelligence speak to PASS theory use and application
Covers use of PASS and CAS for assessing and treating a variety of learning disabilities
Outlines use of PASS and CAS for enhancing learning and cognitive processes
Academics, researchers, and clinicians who specialize in developmental psychology or educational psychology or clinicians dealing with learning disabilities
Foreword
List of Contributors
Part I: Introductory Chapters
Chapter 1. Cognition, Intelligence, and Achievement: A Tribute to J. P. Das
The Rationale for this Book
Organization of the Text
References
Chapter 2. Glimpses into the Personal Life of J. P. Das
Chapter 3. Three Faces of Cognitive Processes: Theory, Assessment, and Intervention
Origin and History of PASS Cognitive Processes
The PASS Model
Evidence for the PASS Model: A Cognitive Universal
The Das-Naglieri CAS: Its Inception and Brief History of Applications
Cognitive Remediation
PASS Theory and Assessment Then and Now: Frozen Dinner or a Moving Feast?
Conclusion
References
Part II: Topic Area 1: Intelligence as a Cognitive Process
Chapter 4. A Janus View: J. P. Das’s Ideas in Retrospect and Prospect
Legacies Entwined: Alexander Luria and Lev Vygotsky
The Brain and Psychometrics: PASS to CAS
Interventions: From PASS/CAS to Remediation
The Modernization of PASS
Summary
References
Chapter 5. Cognitive Processes and Academic Achievement: Multiple Systems Model of Reading
Introduction
Theories of Reading Disabilities
Research Implications
Some Educational Implications
Conclusions
References
Chapter 6. Culture and Cognition: A Forty-Year Overview
Introduction
Conceptual Issues
Process, Competence, and Performance
The Universalist Perspective
The Ecocultural Perspective
Empirical Studies of Perception and Cognition
Conclusions
References
Chapter 7. Reading Comprehension and PASS Theory
Introduction
Reading Comprehension
PASS Theory
Relevance of PASS Theory to Reading Comprehension
Conclusions
Final Thoughts
Acknowledgments
References
Chapter 8. Establishing Measurement Invariance of the Cognitive Assessment System Across Cultures
Method
Results
Discussion
References
Chapter 9. Functional Components of Reading with Reference to Reading Chinese
Componential Approach to Reading Acquisition
Linguistic Principles in Reading Chinese Characters and Words
Phonological Processing
Orthographic Processing
Morphological Knowledge
Handwriting Strengthens the Connections of Reading Components
Summary and Conclusions
Acknowledgments
References
Part III: Topic Area 2: Developmental and Learning Disabilities
Chapter 10. Intelligence, Working Memory, and Learning Disabilities
Intelligence, Working Memory, and Learning Disabilities
Definition of Terms
Theoretical Framework
Phonological System
Visual-Spatial Sketchpad
Executive System
Paradoxical Findings
Summary
Acknowledgments
References
Chapter 11. Cognitive Constructs and Individual Differences Underlying ADHD and Dyslexia: A Cognitive Mosaic Approach
The Constructs of Planning and Attention
Planning and Attention in ADHD and Dyslexia
The Present Study
Method
Results
Discussion
References
Chapter 12. Is Intelligence Relevant in Reading “μάνα” and in Calculating “3 + 5”?
PASS Processes and Reading
PASS Processes and Mathematics
The Present Study
Method
Results
Discussion
References
Chapter 13. PASS Theory and Special Educational Needs: A European Perspective
Introduction
Mathematical Learning Disabilities
Nonverbal Learning Disabilities
Mild Mental Retardation
Gifted Children
ADHD
Ethnic Minority Children
Discussion
References
Chapter 14. Cognitive Processes in Children with Developmental Coordination Disorder
Developmental Coordination Disorder and Cognitive-Motor Development
The Knowledge-Based Approach to Motor Development
Information Processing Model and DCD
PASS, CAS, and DCD
Cognitive Process-Based Subtypes of DCD
Intervention Practices
Conclusions
References
Chapter 15. Equitable Assessment for Hearing and Deaf English Language Learners: An Investigation of the Impact of Verbal Load on PASS Processes
Introduction
Theoretical Framework
Computerized Cognitive Assessment Battery (CCAB) Instrument Description and Development
Pilot Study 1
Pilot Study 2
Conclusion
Acknowledgments
References
Part IV: Topic Area 3: Enhancing Learning and Cognitive Processes
Chapter 16. Cognitive and Linguistic Dynamics of Reading Remediation
Instruction versus Remediation
Cognitive and Linguistic Correlates of Reading Development
PASS Theory and Reading Ability
Remediation Studies
The Present Study
Microgenetic Data Analysis
Conclusions
Acknowledgments
References
Chapter 17. The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD)
Introduction
Characteristics of ADHD
The Importance of Self-Regulation and Planning for School Achievement
Intervention Programs for Children with ADHD
The Seria-Think Program (STP)
The Current Study
Method
Results
Discussion
References
Appendix 17.1 Strategic Planning Math Exam (SPME)
Chapter 18. Concerns About the Quality and Quantity of Students’ Knowledge About Learning
Introduction
The Issue: The State of Students’ Knowledge about Learning
The Quality and Quantity of Students’ Knowledge about Learning
Conclusion: The Need for Sustained Teaching about Learning
References
Chapter 19. Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks: Building on the Contributions of J. P. Das
Legacy of J. P. Das
Cross-Disciplinary Framework for Assessing, Teaching, and Learning Language
Differentiating Developmental and Specific Learning Disabilities
Evolution in Understanding and Assessing Working Memory and Executive Functions
Building Bridges between Das’s PASS Model and the Cognitive Writing Processes Model
Relevance of Executive Functions to Special Populations
Conclusions
Notes
References
Chapter 20. Intelligent Behavior and Neuroscience: What We Know—and Don’t Know—About How We Think
Our Research on PASS
The Cognitive-Emotional Brain and Neuroscience
Cognition–Emotion Interaction
Cognitive Remediation Based on the PASS Model
Conclusions
References
Part V: Final Chapter
Chapter 21. Retrospect and Prospect
T.C.P.
R.K.P.
J.R.K.
References
Appendix A
J. P. Das: Vita
Degrees
Academic and Research Experience
Short Appointments
Listed in Biographical Directories
Awards
Professional Associations
Editorial Consultation
International Activities
Publications:
Appendix B
Das’s Ph.D. Students
Postdoctoral Students and Research Associates
Author Index
Subject Index
No. of pages: 532
Language: English
Published: July 19, 2014
Imprint: Academic Press
Hardback ISBN: 9780124103887
eBook ISBN: 9780124104440
TP
Timothy Papadopoulos
Affiliations and expertise
Deaprtment of Psychology, University of Cyprus, Nicosia, Cyprus
RP
Rauno K. Parrila
Affiliations and expertise
Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
JK
John R. Kirby
Affiliations and expertise
Faculty of Education, Queen's University, Kingston, Ontario, Canada