eBook Cognition, Intelligence, and Achievement, 1st Edition

  • Timothy Papadopoulos
  • Published By:
  • ISBN-10: 0124104444
  • ISBN-13: 9780124104440
  • DDC: 153
  • 532 Pages | eBook
  • Original Copyright 2015 | Published/Released April 2015
  • This publication's content originally published in print form: 2015
  • Price:  Sign in for price



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.

Table of Contents

Front Cover.
Half Title Page.
Title Page.
Copyright Page.
List of Contributors.
1: Introductory Chapters.
2: Cognition, Intelligence, and Achievement: A Tribute to J. P. Das.
3: Glimpses into the Personal Life of J. P. Das.
4: Three Faces of Cognitive Processes: Theory, Assessment, and Intervention.
5: Topic Area 1: Intelligence as a Cognitive Process.
6: A Janus View: J. P. Das's Ideas in Retrospect and Prospect.
7: Cognitive Processes and Academic Achievement: Multiple Systems Model of Reading.
8: Culture and Cognition: A Forty-Year Overview.
9: Reading Comprehension and PASS Theory.
10: Establishing Measurement Invariance of the Cognitive Assessment System Across Cultures.
11: Functional Components of Reading with Reference to Reading Chinese.
12: Topic Area 2: Developmental and Learning Disabilities.
13: Intelligence, Working Memory, and Learning Disabilities.
14: Cognitive Constructs and Individual Differences Underlying ADHD and Dyslexia: A Cognitive Mosaic Approach.
15: Is Intelligence Relevant in Reading “μάνα” and in Calculating “3 + 5”?.
16: PASS Theory and Special Educational Needs: A European Perspective.
17: Cognitive Processes in Children with Developmental Coordination Disorder.
18: Equitable Assessment for Hearing and Deaf English Language Learners: An Investigation of the Impact of Verbal Load on PASS Processes.
19: Topic Area 3: Enhancing Learning and Cognitive Processes.
20: Cognitive and Linguistic Dynamics of Reading Remediation.
21: 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).
22: Concerns About the Quality and Quantity of Students' Knowledge About Learning.
23: Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks: Building on the Contributions of J. P. Das.
24: Intelligent Behavior and Neuroscience: What We Know—and Don't Know— About How We Think.
25: Final Chapter.
26: Retrospect and Prospect.
Appendix A.
Appendix B.
Author Index.
Subject Index.