Simultaneous and Successive Cognitive Processes

Health, Fitness & Dieting

Das, J.P.

Psychology & Counseling

Academic Pr

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.

Assessment of Cognitive Processes: The PASS Theory of Intelligence

Naglieri, Jack A.

Kirby, John R.

Pearson

Although a number of books have appeared on learning disabili ties, we feel that the present book has two distinct features which are not found in most others. It is multidisciplinary and it com bines theory with practice. A group of researchers from the disciplines of Psychology in cluding medical psychology and information processing, Reading, Special Education and Physical Education interacted with each other before and after their presentations in a conference (November 1980, at the University of Alberta, Edmonton, Canada), and then wrote their chapters for this book. We hope that their chapters were enriched by the discussions and arguments which happened in formal and informal settings during the authors' stay in Edmonton. Dr. Leong could not attend the conference, but was asked to write the introductory chapter for the book. The contributors to this volume have been involved with basic research as well as with clinical and educational research in learning disabilities. Some of them have a theoretical rather than a practical interest. However, a serious interest in a handicapping condition perhaps compels one to consider its amelioration no matter how 'pure' is the researcher. It is because of such a feeling.that those who do basic research have sug gested procedures for applying their findings. The result is a balanced product, entailing theory and practice.

Theory and Research in Learning Disabilities

Springer

Part 1 confronts the questions: What is dyslexia? How do reading difficulties develop? 
Part II focuses on remedial procedures for dealing with reading problems and focuses on the PASS Reading Enhancement Program which assumes that children's difficulties can be modified and reduced through appropriate cognitive stimulation. 
Part III focuses on the future and looks briefly at concerns not covered elsewhere in the book. 
The book reminds us of the processes that children undergo when learning to read and stresses that reading and comprehension must go hand in hand. This means that context, ambiguity and inference, as well as the simplistic attitude 'what the word means' are all part of the reading process. 
Written by an academic, this book is unexpectedly relaxed and easy to read. There are case histories, illustrative figures and diagrams that enhance and elucidate certain passages. Professor Das has also provided notes expanding specific points in the text. There is also a useful bibliography. 
For those starting out in remedial teaching, as well as those experienced teachers baffled by lack of success, this work is an essential tool providing a new perspective on an old problem. 
Teachers, school psychologists and practicing professional in educational therapy will find the book appealing as they are taken back to the structure and functions of the brain that are constantly evolving as a result of learning and experience. The teachings of Vygotsky are vibrantly brought to life and practical application through the PASS theory of intelligence (Planning, Attention, Simultaneous and Successive Processing).

Reading Difficulties & Dyslexia

Education & Teaching

Schools & Teaching

Sarka Educational Resources Inc.

The Underdog: A Play

Vikas Pub

Turning to recent developments in cognitive psychology and neurophysiology, Cognitive Planning presents a new model planning. Incorporated into this model′s analysis of planning are the environmental and cultural factors that affect activity, action, and operation. The authors to this timely volume focus on the unique role of language as a cognitive tool, the developmental relationship of language to planning and thinking, the emergence of information theory, and developments in computer science. The volume also draws from current research on visual search, composition writing, and managerial decision making to develop new methods for composing rating scales for excellence in management. Taking practical concerns and shaping them into research questions, Cognitive Planning adds significantly to the new inquiries into this area. The volume provides information of special interest to researchers and students in cognitive psychology, behavioral psychology, neurosciences, and management studies.

Cognitive Planning: The Psychological Basis of Intelligent Behaviour

Kar, Binod C

Parrila, Rauno K

SAGE Publications Pvt. Ltd

Consciousness Quest: Where East Meets West

Consciousness is an active area of both philosophical debates and scientific research. Consciousness Quest, rather than covering the broad spectrum of consciousness spread over multiple scientific disciplines, refocuses the quest for consciousness on a specific area where Eastern contemplative traditions, mostly in Hindu and Buddhist theories of mind, meet Western empirical research. This book is an introduction to current scientific thinking and research on consciousness and at the same time acquaints readers with the spectrum of classical and modern philosophical notions on consciousness.

Diumal Rites and Other Poems

Sahitya Akademi

This book is a ready reckoner on dyslexia, a condensed and updated source of information on the subject, for not only teachers and parents, but also for professionals concerned with Learning Disabilities. For the school psychologist, the book is an interpretation that gives pre-eminence to the PASS (Planning-Attention-Simultaneous-Successive) theory of cognitive processes—the four major processes that replace traditional views of IQ and redefine intelligence. Reading Difficulties and Dyslexia: An Interpretation for Teachers answers questions like: What is dyslexia? How do reading difficulties develop? How does one deal with dyslexia? Is there a valid remedial procedure? The answers are meant not only to help understand specific reading problems in the context of intelligence, but also guide remediation. The book provides a selective review of the existing knowledge in the field. By presenting lively discussions on competing views, controversies, recent advances and unresolved issues, it tries to demystify the continuing enigma of dyslexia. It will be an immensely engaging and informative read for students and researchers studying Psychology and Education and also those working in the fields of other cognitive sciences.

Reading Difficulties and Dyslexia: An Interpretation for Teachers

Children's Health

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