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.

In eleven comprehensive chapters the authors provide a complete summary of the PASS (Planning, Attention, Simultaneous, and Successive) model, detail the experimental research, compare the relationship between the model and traditional IQ tests, and recommend a remediation procedure for cognitive dysfunctions. Included are a complete overview of the authors' theoretical approach, separate chapters dealing with each of the major components of the theory, a comprehensive description of the development of assessment procedures, including the DN:CAS battery, a look at the detection of deficits and remediation, and a final chapter on the authors' views of the future. Clinical Psychologists who conduct patient assessments for intelligence. A Longwood Professional Book.

In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations—including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities—in today's educational settings. New to This Edition*Incorporates major research advances and legislative and policy changes.*Covers recent test revisions plus additional tests: the NEPSY-II and the Wechsler Nonverbal Scale of Ability.*Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities.*Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools.

A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities.

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