cognition, intelligence, and achievement · 2015-11-06 · 97 80124 103887 isbn 978-0-12-410388-7...
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9 780124 103887
ISBN 978-0-12-410388-7
edited by Timothy C. Papadopoulos, Rauno K. Parrila, and John R. Kirby
Cognition, Intelligence, and AchievementA Tribute to J.P. Das
Cognition, Intelligence, and Achievement is motivated by the work of J. P. Das on understanding the relationships between cognition and intelligence and their effects on school achievement, and especially on the pass (Planning, Attention, Simultane-ous and Successive Processing) theory of intelligence and cas measures (Cognitive Assessment System) of cognitive processes. This book reviews current research using pass and other frameworks in understanding the relationships among cognition, intelligence, and achievement. The assessment and diagnosis of learning disabili-ties, developmental disabilities, 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. Academics, researchers, and clinicians who specialize in developmental psychology, educational psychology or clinicians dealing with learning disabilities will find this book very use-ful for teaching and research purposes.
• Integrates views of cognition, intelligence and school achievement• Reviews current research on and applications of the pass theory • Includes c ontributors from four continentsPapadopoulos, Parrila, and Kirby
Cognition, Intelligence, and A
chievement
Cognition, Intelligence, and AchievementISBN: 9780124103887
spien 1.0625 in
edited by Timothy C. Papadopoulos, Rauno K. Parrila, and John R. Kirby
Cognition, Intelligence, and AchievementA Tribute to J.P. Das
COGNITION,INTELLIGENCE,
ANDACHIEVEMENT
ATribute to J. P. Das
Edited by
Timothy C. PapadopoulosDepartment of Psychology
University of Cyprus
Nicosia, Cyprus
Rauno K. ParrilaDepartment of Educational Psychology
University of Alberta, Edmonton
Alberta, Canada
John R. KirbyFaculty of Education
Queen’s University, Kingston
Ontario, Canada
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Contents
Foreword by Robert J. Sternberg xiiiList of Contributors xvii
IINTRODUCTORY 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 5Organization of the Text 5References 11
2. Glimpses into the Personal Life of J. P. Das 13SATYA BRATA DAS
3. Three Faces of Cognitive Processes: Theory, Assessment,and Intervention 19
J. P. DAS
Origin and History of PASS Cognitive Processes 19The PASS Model 26Evidence for the PASS Model: A Cognitive Universal 29The Das-Naglieri CAS: Its Inception and Brief History
of Applications 31Cognitive Remediation 37PASS Theory and Assessment Then and Now: Frozen Dinner or
a Moving Feast? 41Conclusion 44References 44
v
IITOPIC AREA 1: INTELLIGENCE
AS A COGNITIVE PROCESS
4. A Janus View: J. P. Das’s Ideas in Retrospect and Prospect 51JERRY CARLSON AND EARL HUNT
Legacies Entwined: Alexander Luria and Lev Vygotsky 51The Brain and Psychometrics: PASS to CAS 52Interventions: From PASS/CAS to Remediation 55The Modernization of PASS 61Summary 71References 73
5. Cognitive Processes and Academic Achievement:Multiple Systems Model of Reading 79
RAUNO K. PARRILA AND LYNN M. McQUARRIE
Introduction 79Theories of Reading Disabilities 80Research Implications 86Some Educational Implications 92Conclusions 94References 95
6. Culture and Cognition: A Forty-Year Overview 101JOHN W. BERRY
Introduction 101Conceptual Issues 102Process, Competence, and Performance 103The Universalist Perspective 105The Ecocultural Perspective 105Empirical Studies of Perception and Cognition 108Conclusions 112References 112
7. Reading Comprehension and PASS Theory 117PANAYIOTA KENDEOU, TIMOTHY C. PAPADOPOULOS, AND GEORGE SPANOUDIS
Introduction 117Reading Comprehension 118PASS Theory 120Relevance of PASS Theory to Reading Comprehension 121Conclusions 128
vi CONTENTS
Final Thoughts 129Acknowledgments 130References 130
8. Establishing Measurement Invariance of the CognitiveAssessment System Across Cultures 137
CIPING DENG AND GEORGE K. GEORGIOU
Method 140Results 143Discussion 145References 146
9. Functional Components of Reading with Reference toReading Chinese 149
CHE KAN LEONG
Componential Approach to Reading Acquisition 149Linguistic Principles in Reading Chinese Characters and Words 151Phonological Processing 155Orthographic Processing 158Morphological Knowledge 160Handwriting Strengthens the Connections of Reading Components 162Summary and Conclusions 165Acknowledgments 166References 166
IIITOPIC AREA 2: DEVELOPMENTALAND LEARNING DISABILITIES
10. Intelligence, Working Memory, and Learning Disabilities 175H. LEE SWANSON
Intelligence, Working Memory, and Learning Disabilities 175Definition of Terms 176Theoretical Framework 179Phonological System 180Visual-Spatial Sketchpad 181Executive System 182Paradoxical Findings 185Summary 188Acknowledgments 190References 190
viiCONTENTS
11. Cognitive Constructs and Individual Differences UnderlyingADHD and Dyslexia: A Cognitive Mosaic Approach 197
JOHN R. KIRBY, HEE-JIN KIM, AND ROBERT SILVESTRI
The Constructs of Planning and Attention 198Planning and Attention in ADHD and Dyslexia 200The Present Study 202Method 202Results 206Discussion 213References 219
12. Is Intelligence Relevant in Reading “μ �ανα” and inCalculating “31 5”? 225
GEORGE K. GEORGIOU, GEORGE MANOLITSIS, AND NIKI TZIRAKI
PASS Processes and Reading 226PASS Processes and Mathematics 227The Present Study 228Method 229Results 233Discussion 236References 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 245Mathematical Learning Disabilities 247Nonverbal Learning Disabilities 249Mild Mental Retardation 250Gifted Children 252ADHD 254Ethnic Minority Children 257Discussion 259References 261
14. Cognitive Processes in Children with DevelopmentalCoordination Disorder 267
DIMITRA KOUTSOUKI AND KATERINA ASONITOU
Developmental Coordination Disorder and Cognitive-Motor Development 267The Knowledge-Based Approach to Motor Development 270Information Processing Model and DCD 273PASS, CAS, and DCD 276
viii CONTENTS
Cognitive Process-Based Subtypes of DCD 280Intervention Practices 283Conclusions 284References 285
15. Equitable Assessment for Hearing and Deaf EnglishLanguage Learners: An Investigation of the Impact ofVerbal Load on PASS Processes 291
MARILYN L. ABBOTTAND LYNN M. McQUARRIE
Introduction 291Theoretical Framework 294Computerized Cognitive Assessment Battery (CCAB) Instrument
Description and Development 296Pilot Study 1 299Pilot Study 2 301Conclusion 305Acknowledgments 306References 306
IVTOPIC AREA 3: ENHANCING LEARNING
AND COGNITIVE PROCESSES
16. Cognitive and Linguistic Dynamics of Reading Remediation 311TIMOTHY C. PAPADOPOULOS, CHRISTIANA KTISTI, CHRISTOFOROS CHRISTOFOROU,
AND MARIA LOIZOU
Instruction versus Remediation 312Cognitive and Linguistic Correlates of Reading Development 313PASS Theory and Reading Ability 316Remediation Studies 318The Present Study 321Microgenetic Data Analysis 324Conclusions 334Acknowledgments 337References 337
17. The Effects of the Seria-Think Program (STP) on Planning,Self-Regulation, and Math Performance among Grade 3 Childrenwith Attention Deficit Hyperactivity Disorder (ADHD) 345
DAVID TZURIEL AND GILAT TRABELSI
Introduction 345Characteristics of ADHD 346
ixCONTENTS
The Importance of Self-Regulation and Planning for School Achievement 347Intervention Programs for Children with ADHD 348The Seria-Think Program (STP) 349The Current Study 352Method 353Results 356Discussion 360References 362Appendix 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 369The Issue: The State of Students’ Knowledge about Learning 370The Quality and Quantity of Students’ Knowledge about Learning 387Conclusion: The Need for Sustained Teaching about Learning 390References 391
19. Understanding Developmental and Learning Disabilitieswithin Functional-Systems Frameworks: Building on theContributions of J. P. Das 397
VIRGINIAW. BERNINGER, H. LEE SWANSON, AND WHITNEY GRIFFIN
Legacy of J. P. Das 398Cross-Disciplinary Framework for Assessing, Teaching, and Learning Language 398Differentiating Developmental and Specific Learning Disabilities 399Evolution in Understanding and Assessing Working Memory and
Executive Functions 402Building Bridges between Das’s PASS Model and the Cognitive
Writing Processes Model 407Relevance of Executive Functions to Special Populations 408Conclusions 411Notes 412References 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 419The Cognitive-Emotional Brain and Neuroscience 422Cognition�Emotion Interaction 429Cognitive Remediation Based on the PASS Model 431Conclusions 436References 437
x CONTENTS
VFINAL CHAPTER
21. Retrospect and Prospect 443TIMOTHY C. PAPADOPOULOS, RAUNO K. PARRILA, AND JOHN R. KIRBY
T.C.P. 444R.K.P. 449J.R.K. 452References 456
Appendix A: J. P. Das: Vita 459Appendix B: Das’s Ph.D. Students 481Author Index 483Subject Index 501
xiCONTENTS