John R. Kirby – författare

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

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

High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learning and learners' dispositions, teaching methods, cognitive strategies, assessment and technologies that can support learning. The chapters provide theoretical analyses, reports of classroom research, and suggestions for practical application for both teachers and learners. The book will be of value to teachers at all levels of education and provides guidance for students about how to approach classroom tasks in order to develop high quality learning.

Simultaneous and Successive Cognitive Processes presents some innovative ideas for defining simultaneous and successive cognitive processes by choosing certain tasks that would elicit the use of coding and planning. Factor analysis is used to assess the organization of cognitive functions in terms of coding and planning. The book demonstrates how to isolate coding and planning processes by using a battery of tasks, and extends the approach to complex cognitive areas such as reading, word association, and sentence comprehension. Comprised of 11 chapters, this book begins with an overview of the evolution of the concept of intelligence and some notable workers in the field, including Cyril Burt, Raymond B. Cattell, Jean Piaget, and Jerome Kagan. The discussion then turns to learning theory and cognitive development as the basis for understanding intelligence. Subsequent chapters focus on intellectual functions in terms of the workings of the brain; simultaneous and successive cognitive processing in children; the relationship of simultaneous and successive coding to school achievement; and simultaneous and successive cognitive processing in children with mental retardation and learning disability. The results of cross-cultural studies on cognitive processes are also discussed, together with the link between language functions and cognitive processing. This monograph will be of interest to teachers, school administrators, and educational psychologists.

Scholars each have their own rationale as to the ‘site’ of this momentous battle. Their thirst for recognition has created diverse arguments, some flooding the media, others proposing to the point of acrimony that they have this ‘site’. The ‘conundrum’ is whether any identification of the ‘site’ is correct for all, apart from the circumspect, have taken assorted place-names similar to Brúnanburh as their starting point. The author chose to disregard the place-name approach and look at the topographic references in the manuscript. The first references were maritime then latterly landscape leading to field-names which have a more stable base than the constantly changing place-names. He found inconsistences in various positions held by some scholars to that of historical record about Brúnanburh. One major stumbling block was the phrase “ón dingesmere” which has created controversy, some scholars totally dismissing it but the ‘sea of noise’ appears to have some scientific foundation. Obviously it had some special significance to the Anglo-Saxon’s and their Christian allies and may well have been a kenning. Importantly, ‘who were these allies?’ The challenge for the author was to unearth the correct locale of these historic events. As an archaeologist he decided to interpret the topographic phrases in the manuscript evidence as material culture. The results were surprising.