Cognition, Intelligence, and Achievement

  • ID: 2899418
  • Book
  • 532 Pages
  • Elsevier Science and Technology
1 of 4

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
Note: Product cover images may vary from those shown
2 of 4

Robert J. Sternberg Chapter 1
Cognition, Intelligence, and Achievement: A Tribute to J. P. Das Chapter 2
Glimpses into the Personal Life of J. P. Das Chapter 3
Three Faces of Cognitive Processes: Theory, Assessment, and Intervention Chapter 4
A Janus View: J. P. Das' Ideas in Retrospect and Prospect Chapter 5
Cognitive Processes and Academic Achievement: Multiple Systems Model of Reading Chapter 6
Culture and Cognition: A Forty Year Overview Chapter 7
Reading Comprehension and PASS Theory Chapter 8
Establishing Measurement Invariance of Cognitive Assessment System Across Cultures Chapter 9
Functional Components of Reading with Reference to Reading Chinese Chapter 10
Intelligence, Working Memory, and Learning Disabilities Chapter 11
Cognitive Constructs and Individual Differences Underlying AD/HD and Dyslexia: A Cognitive Mosaic Approach Chapter 12
Is Intelligence Relevant in Reading "????” and in Calculating "3 + 5”? Chapter 13
PASS Theory and Special Educational Needs: A European Perspective Chapter 14
Cognitive Processes in Children with Developmental Coordination Disorder Chapter 15
Equitable Assessment for Hearing and Deaf English Language Learners: An Investigation of the Impact of Verbal Load on PASS Processes Chapter 16
Cognitive and Linguistic Dynamics of Reading Remediation 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) Chapter 18
Concerns About the Quality and Quantity of Students' Knowledge about Learning Chapter 19
Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks: Building on the Contributions of J.P. Das Chapter 20
Intelligent Behavior and Neuroscience: What We Know-and Don't Know-About How We Think Chapter 21
Retrospect and Prospect Appendix A. J. P. Das: Vita Appendix B. Das' Ph.D. Students

Note: Product cover images may vary from those shown
3 of 4


4 of 4
Papadopoulos, Timothy
Parrila, Rauno K.
Kirby, John R.
Note: Product cover images may vary from those shown
5 of 4
Note: Product cover images may vary from those shown