Cognition, Intelligence, and Achievement

A Tribute to J. P. Das

Inbunden, Engelska, 2014

849 kr

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Beskrivning

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

Produktinformation

Utgivningsdatum:2014-07-30
Mått:152 x 229 x 32 mm
Vikt:930 g
Format:Inbunden
Språk:Engelska
Antal sidor:532
Förlag:Elsevier Science
ISBN:9780124103887

Utforska kategorier

Psykologiska teorier och skolor inom Psykologi och pedagogik

Recensioner i media

"...gives the reader the opportunity to see in Das’s work and influence a perspective on cognition far from the major currents that have moved the field in its half century of life." --PsycCRITIQUES, 2015

Innehållsförteckning

1. Cognition, Intelligence, and Achievement: A Tribute to J. P. Das2. Glimpses into the Personal Life of J. P. Das3. Three Faces of Cognitive Processes: Theory, Assessment, and Intervention4. A Janus View: J. P. Das' Ideas in Retrospect and Prospect5. Cognitive Processes and Academic Achievement: Multiple Systems Model of Reading6. Culture and Cognition: A Forty Year Overview7. Reading Comprehension and PASS Theory8. Establishing Measurement Invariance of Cognitive Assessment System Across Cultures9. Functional Components of Reading with Reference to Reading Chinese10. Intelligence, Working Memory, and Learning Disabilities11. Cognitive Constructs and Individual Differences Underlying AD/HD and Dyslexia: A Cognitive Mosaic Approach12. Is Intelligence Relevant in Reading “νίκη and in Calculating “3 + 5?13. PASS Theory and Special Educational Needs: A European Perspective14. Cognitive Processes in Children with Developmental Coordination Disorder15. Equitable Assessment for Hearing and Deaf English Language Learners: An Investigation of the Impact of Verbal Load on PASS Processes16. Cognitive and Linguistic Dynamics of Reading Remediation17. 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)18. Concerns About the Quality and Quantity of Students’ Knowledge about Learning19. Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks: Building on the Contributions of J.P. Das20. Intelligent Behavior and Neuroscience: What We Know—and Don’t Know—About How We Think21. Retrospect and ProspectAppendixA. J. P. Das: VitaB. Das' Ph.D. Students

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