Cognition, intelligence, and achievement: a tribute to J. P. Das
Saved in:
| Other Authors: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Amsterdam [u.a.]
Elsevier
2015
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVIII, 511 S. Ill., graf. Darst. |
| ISBN: | 012410388X 9780124103887 |
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Record in the Search Index
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| adam_text | CONTENTS
FOREWORD BY ROBERT J. STERNBERG XIII
LIST OF CONTRIBUTORS XVII
I
INTRODUCTORY CHAPTERS
1. COGNITION, INTELLIGENCE, AND ACHIEVEMENT:
A TRIBUTE TO J. P. DAS 3
TIMOTHY C. PAPADOPOULOS, RAUNO K. PARRILA, AND JOHN R. KIRBY
THE RATIONALE FOR THIS BOOK 5
ORGANIZATION OF THE TEXT 5
REFERENCES 11
2. GLIMPSES INTO THE PERSONAL LIFE OF J. P. DAS 13
SATYA BRATA DAS
3. THREE FACES OF COGNITIVE PROCESSES: THEORY, ASSESSMENT,
AND INTERVENTION 19
J. P. DAS
ORIGIN AND HISTORY OF PASS COGNITIVE PROCESSES 19
THE PASS MODEL 26
EVIDENCE FOR THE PASS MODEL: A COGNITIVE UNIVERSAL 29
THE DAS-NAGLIERI CAS: ITS INCEPTION AND BRIEF HISTORY
OF APPLICATIONS 31
COGNITIVE REMEDIATION 37
PASS THEORY AND ASSESSMENT THEN AND NOW: FROZEN DINNER OR
A MOVING FEAST? 41
CONCLUSION 44
REFERENCES 44
VI CONTENTS
II
TOPIC AREA 1: INTELLIGENCE
AS A COGNITIVE PROCESS
4. A JANUS VIEW: J. P. DAS S IDEAS IN RETROSPECT AND PROSPECT 51
JERRY CARLSON AND EARL HUNT
LEGACIES ENTWINED: ALEXANDER LURIA AND LEV VYGOTSKY 51
THE BRAIN AND PSYCHOMETRICS: PASS TO CAS 52
INTERVENTIONS: FROM PASS/CAS TO REMEDIATION 55
THE MODERNIZATION OF PASS 61
SUMMARY 71
REFERENCES 73
5. COGNITIVE PROCESSES AND ACADEMIC ACHIEVEMENT:
MULTIPLE SYSTEMS MODEL OF READING 79
RAUNO K. PARRILA AND LYNN M. MCQUARRIE
INTRODUCTION 79
THEORIES OF READING DISABILITIES 80
RESEARCH IMPLICATIONS 86
SOME EDUCATIONAL IMPLICATIONS 92
CONCLUSIONS 94
REFERENCES 95
6. CULTURE AND COGNITION: A FORTY-YEAR OVERVIEW 101
JOHN W. BERRY
INTRODUCTION 101
CONCEPTUAL ISSUES 102
PROCESS, COMPETENCE, AND PERFORMANCE 103
THE UNIVERSALIST PERSPECTIVE 105
THE ECOCULTURAL PERSPECTIVE 105
EMPIRICAL STUDIES OF PERCEPTION AND COGNITION 108
CONCLUSIONS 112
REFERENCES 112
7. READING COMPREHENSION AND PASS THEORY 117
PANAYIOTA KENDEOU, TIMOTHY C. PAPADOPOULOS, AND GEORGE SPANOUDIS
INTRODUCTION 117
READING COMPREHENSION 118
PASS THEORY 120
RELEVANCE OF PASS THEORY TO READING COMPREHENSION 121
CONCLUSIONS 128
CONTENTS VLL
FINAL THOUGHTS 129
ACKNOWLEDGMENTS 130
REFERENCES 130
8. ESTABLISHING MEASUREMENT INVARIANCE OF THE COGNITIVE
ASSESSMENT SYSTEM ACROSS CULTURES 137
CIPING DENG AND GEORGE K. GEORGIOU
METHOD 140
RESULTS 143
DISCUSSION 145
REFERENCES 146
9. FUNCTIONAL COMPONENTS OF READING WITH REFERENCE TO
READING CHINESE 149
CHE KAN LEONG
COMPONENTIAL APPROACH TO READING ACQUISITION 149
LINGUISTIC PRINCIPLES IN READING CHINESE CHARACTERS AND WORDS 151
PHONOLOGICAL PROCESSING 155
ORTHOGRAPHIC PROCESSING 158
MORPHOLOGICAL KNOWLEDGE 160
HANDWRITING STRENGTHENS THE CONNECTIONS OF READING COMPONENTS 162
SUMMARY AND CONCLUSIONS 165
ACKNOWLEDGMENTS 166
REFERENCES 166
III
TOPIC AREA 2: DEVELOPMENTAL
AND LEARNING DISABILITIES
10. INTELLIGENCE, WORKING MEMORY, AND LEARNING DISABILITIES 175
H. LEE SWANSON
INTELLIGENCE, WORKING MEMORY, AND LEARNING DISABILITIES 175
DEFINITION OF TERMS 176
THEORETICAL FRAMEWORK 179
PHONOLOGICAL SYSTEM 180
VISUAL-SPATIAL SKETCHPAD 181
EXECUTIVE SYSTEM 182
PARADOXICAL FINDINGS 185
SUMMARY 188
ACKNOWLEDGMENTS 190
REFERENCES 190
VLLL CONTENTS
11. COGNITIVE CONSTRUCTS AND INDIVIDUAL DIFFERENCES UNDERLYING
ADHD AND DYSLEXIA: A COGNITIVE MOSAIC APPROACH 197
JOHN R. KIRBY, HEE-JIN KIM, AND ROBERT SILVESTRI
THE CONSTRUCTS OF PLANNING AND ATTENTION 198
PLANNING AND ATTENTION IN ADHD AND DYSLEXIA 200
THE PRESENT STUDY 202
METHOD 202
RESULTS 206
DISCUSSION 213
REFERENCES 219
12. IS INTELLIGENCE RELEVANT IN READING |IDVA AND IN
CALCULATING 3 + 5 ? 225
GEORGE K. GEORGIOU, GEORGE MANOLITS1S, AND NIKI TZIRAKI
PASS PROCESSES AND READING 226
PASS PROCESSES AND MATHEMATICS 227
THE PRESENT STUDY 228
METHOD 229
RESULTS 233
DISCUSSION 236
REFERENCES 240
13. PASS THEORY AND SPECIAL EDUCATIONAL NEEDS:
A EUROPEAN PERSPECTIVE 245
EVELYN H. KROESBERGEN, JOHANNES E.H. VAN LUIT, AND SIETSKE VAN VIERSEN
INTRODUCTION 245
MATHEMATICAL LEARNING DISABILITIES 247
NONVERBAL LEARNING DISABILITIES 249
MILD MENTAL RETARDATION 250
GIFTED CHILDREN 252
ADHD 254
ETHNIC MINORITY CHILDREN 257
DISCUSSION 259
REFERENCES 261
14. COGNITIVE PROCESSES IN CHILDREN WITH DEVELOPMENTAL
COORDINATION DISORDER 267
DIMITRA KOUTSOUKI AND KATERINA ASON1TOU
DEVELOPMENTAL COORDINATION DISORDER AND COGNITIVE-MOTOR DEVELOPMENT 267
THE KNOWLEDGE-BASED APPROACH TO MOTOR DEVELOPMENT 270
INFORMATION PROCESSING MODEL AND DCD 273
PASS, CAS, AND DCD 276
CONTENTS IX
COGNITIVE PROCESS-BASED SUBTYPES OF DCD 280
INTERVENTION PRACTICES 283
CONCLUSIONS 284
REFERENCES 285
15. EQUITABLE ASSESSMENT FOR HEARING AND DEAF ENGLISH
LANGUAGE LEARNERS: AN INVESTIGATION OF THE IMPACT OF
VERBAL LOAD ON PASS PROCESSES 291
MARILYN L. ABBOTT AND LYNN M. MCQUARRIE
INTRODUCTION 291
THEORETICAL FRAMEWORK 294
COMPUTERIZED COGNITIVE ASSESSMENT BATTERY (CCAB) INSTRUMENT
DESCRIPTION AND DEVELOPMENT 296
PILOT STUDY 1 299
PILOT STUDY 2 301
CONCLUSION 305
ACKNOWLEDGMENTS 306
REFERENCES 306
IV
TOPIC AREA 3: ENHANCING LEARNING
AND COGNITIVE PROCESSES
16. COGNITIVE AND LINGUISTIC DYNAMICS OF READING REMEDIATION 311
TIMOTHY C. PAPADOPOULOS, CHRISTIANA KTISTI, CHRISTOFOROS CHRISTOFOROU,
AND MARIA LOIZOU
INSTRUCTION VERSUS REMEDIATION 312
COGNITIVE AND LINGUISTIC CORRELATES OF READING DEVELOPMENT 313
PASS THEORY AND READING ABILITY 316
REMEDIATION STUDIES 318
THE PRESENT STUDY 321
MICROGENETIC DATA ANALYSIS 324
CONCLUSIONS 334
ACKNOWLEDGMENTS 337
REFERENCES 337
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) 345
DAVID TZURIEL AND GILAT TRABELSI
INTRODUCTION 345
CHARACTERISTICS OF ADHD 346
X CONTENTS
THE IMPORTANCE OF SELF-REGULATION AND PLANNING FOR SCHOOL ACHIEVEMENT
347
INTERVENTION PROGRAMS FOR CHILDREN WITH ADHD 348
THE SERIA-THINK PROGRAM (STP) 349
THE CURRENT STUDY 352
METHOD 353
RESULTS 356
DISCUSSION 360
REFERENCES 362
APPENDIX 17.1: STRATEGIC PLANNING MATH EXAM (SPME) 367
18. CONCERNS ABOUT THE QUALITY AND QUANTITY OF STUDENTS
KNOWLEDGE ABOUT LEARNING 369
MICHAEL J. LAWSON, ALAN BARNES, BRUCE WHITE, AND HELEN ASKELL-WILLIAMS
INTRODUCTION 369
THE ISSUE: THE STATE OF STUDENTS KNOWLEDGE ABOUT LEARNING 370
THE QUALITY AND QUANTITY OF STUDENTS KNOWLEDGE ABOUT LEARNING 387
CONCLUSION: THE NEED FOR SUSTAINED TEACHING ABOUT LEARNING 390
REFERENCES 391
19. UNDERSTANDING DEVELOPMENTAL AND LEARNING DISABILITIES
WITHIN FUNCTIONAL-SYSTEMS FRAMEWORKS: BUILDING ON THE
CONTRIBUTIONS OF J. P. DAS 397
VIRGINIA W. BERNINGER, H. LEE SWANSON, AND WHITNEY GRIFFIN
LEGACY OF J. P. DAS 398
CROSS-DISCIPLINARY FRAMEWORK FOR ASSESSING, TEACHING, AND LEARNING
LANGUAGE 398
DIFFERENTIATING DEVELOPMENTAL AND SPECIFIC LEARNING DISABILITIES 399
EVOLUTION IN UNDERSTANDING AND ASSESSING WORKING MEMORY AND
EXECUTIVE FUNCTIONS 402
BUILDING BRIDGES BETWEEN DAS S PASS MODEL AND THE COGNITIVE
WRITING PROCESSES MODEL 407
RELEVANCE OF EXECUTIVE FUNCTIONS TO SPECIAL POPULATIONS 408
CONCLUSIONS 411
NOTES 412
REFERENCES 412
20. INTELLIGENT BEHAVIOR AND NEUROSCIENCE: WHAT WE KNOW*
AND DON T KNOW*ABOUT HOW WE THINK 419
FEDERICO PEREZ-ALVAREZ AND CARME TIMONEDA-GALLART
OUR RESEARCH ON PASS 419
THE COGNITIVE-EMOTIONAL BRAIN AND NEUROSCIENCE 422
COGNITION*EMOTION INTERACTION 429
COGNITIVE REMEDIATION BASED ON THE PASS MODEL 431
CONCLUSIONS 436
REFERENCES 437
CONTENTS XI
V
FINAL CHAPTER
21. RETROSPECT AND PROSPECT 443
TIMOTHY C. PAPADOPOULOS, RAUNO K. PARRILA, AND JOHN R. KIRBY
T.C.P. 444
R.K.P. 449
J.R.K. 452
REFERENCES 456
APPENDIX A: J. P. DAS: VITA 459
APPENDIX B: DAS S PH.D. STUDENTS 481
AUTHOR INDEX 483
SUBJECT INDEX 501
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| title | Cognition, intelligence, and achievement a tribute to J. P. Das |
| title_auth | Cognition, intelligence, and achievement a tribute to J. P. Das |
| title_exact_search | Cognition, intelligence, and achievement a tribute to J. P. Das |
| title_full | Cognition, intelligence, and achievement a tribute to J. P. Das ed. by Timothy C. Papadopoulos ... |
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| title_short | Cognition, intelligence, and achievement |
| title_sort | cognition intelligence and achievement a tribute to j p das |
| title_sub | a tribute to J. P. Das |
| topic | Cognition Cognition / Testing Learning disabilities Kognition (DE-588)4031630-0 gnd Lernbehinderung (DE-588)4123636-1 gnd |
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