Simultaneous and successive cognitive processes / J. P. Das, John R. Kirby, Ronald F. Jarman, with a chapter by James P. Cummins.

By:

Das, J. P. (Jagannath Prasad)

Contributor(s):

Material type:

TextSeries: Educational phychologyPublication details: New York : Academic Press, 1979.Description: xii, 247 p. ; ill. ; 24 cmISBN:

0122031504

Subject(s):

DDC classification:

153 DAS

LOC classification:

BF311 .D34

Contents:

Preface 1 Intelligence: Tradition and Change 1.1 History of Intelligence: A Matter of Definition 1.2 The Nature of Intelligence 1.3 Old Pioneers and New Messiahs 1.4 The Learning Theory Point of View 1.5 Concluding Remarks 2 The Workings of the Brain 2.1 Soviet Psychology 2.2 The Three Blocks of the Brain 2.3 Relation to Intelligence 3 Model of Simultaneous and Successive Processing 3.1 Roots of the Model 3.2 The Model 3.3 Measures of the Two Processes 4 Simultaneous and Successive Processing in Children 4.1 Clinical Methods and Factor Analysis 4.2 Simultaneous and Successive Factors: A Representative Study 4.3 Comparison of Children in Grades 1 and 4 5 Relationship of Simultaneous and Successive Coding to School Achievement 5.1 The Prediction of School Achievement 5.2 Simultaneous-Successive Processing and Achievement 5.3 Implications for Remediation and Education 6 Understanding Mental Retardation and Learning Disability 6.1 General and Specific Cognitive Problems 6.2 Understanding Mental Retardation 6.3 Learning Disability 6.4 The Causes of Cognitive Problems: Defect or Developmental Lag 6.5 Conclusions 7 Cross-Cultural Studies 7.1 Cognitive Competence and Cultural Disadvantage 7.2 Caste as a Variable 7.3 Simultaneous and Successive Processing Differences: Caste and Class as Independent Variables 7.4 Cognitive Processes of Aboriginal Children in Orissa: Factor-Analytic Data 7.5 White, Black, and Native Children's Performance 7.6 Concluding Remarks 8 Comparison with Alternate Models 8.1 Construct Validity 8.2 Related Models of Cognition 8.3 Toward an Integrated Perspective 8.4 Some Cautions 9 Can Strategies Be Taught? 9.1 Application of Simultaneous-Successive Model 9.2 Essential Features of Intervention 9.3 Conclusion 10 Language Functions and Cognitive Processing 10.1 Research on Aphasia 10.2 Experiments on Some Linguistic Functions 10.3 The Nature of Successive Processing 11 Retrospect and Prospect 11.1 Intelligence Revisited 11.2 Halstead, Luria, and the Neuropsychological Approach 11.3 Comments on Successive Processing 11.4 Learning Disability, Hyperactivity, and the Functional Organization of the Brain 11.5 Developmental Issues 11.6 Early Detection and Remediation: A Framework For Research Appendix A General Manual for Tests of Simultaneous and Successive Processing and Speed of Processing A.1 Descriptions and Instructions A.2 Test Means, Standard Deviations, and Factor Loadings References Index

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Holdings
Cover image	Item type	Current library	Home library	Collection	Shelving location	Call number	Materials specified	Vol info	URL	Copy number	Status	Notes	Date due	Barcode	Item holds	Item hold queue priority	Course reserves
	Stack text books	All India Institute of Speech and Hearing		7/3		153 DAS (Browse shelf(Opens below))					Available			4539

Total holds: 0

Includes index.

Bibliography: p. 229-244.

Preface

1 Intelligence: Tradition and Change

1.1 History of Intelligence: A Matter of Definition

1.2 The Nature of Intelligence

1.3 Old Pioneers and New Messiahs

1.4 The Learning Theory Point of View

1.5 Concluding Remarks

2 The Workings of the Brain

2.1 Soviet Psychology

2.2 The Three Blocks of the Brain

2.3 Relation to Intelligence

3 Model of Simultaneous and Successive Processing

3.1 Roots of the Model

3.2 The Model

3.3 Measures of the Two Processes

4 Simultaneous and Successive Processing in Children

4.1 Clinical Methods and Factor Analysis

4.2 Simultaneous and Successive Factors: A Representative Study

4.3 Comparison of Children in Grades 1 and 4

5 Relationship of Simultaneous and Successive Coding to School Achievement

5.1 The Prediction of School Achievement

5.2 Simultaneous-Successive Processing and Achievement

5.3 Implications for Remediation and Education

6 Understanding Mental Retardation and Learning Disability

6.1 General and Specific Cognitive Problems

6.2 Understanding Mental Retardation

6.3 Learning Disability

6.4 The Causes of Cognitive Problems: Defect or Developmental Lag

6.5 Conclusions

7 Cross-Cultural Studies

7.1 Cognitive Competence and Cultural Disadvantage

7.2 Caste as a Variable

7.3 Simultaneous and Successive Processing Differences: Caste and Class as Independent Variables

7.4 Cognitive Processes of Aboriginal Children in Orissa: Factor-Analytic Data

7.5 White, Black, and Native Children's Performance

7.6 Concluding Remarks

8 Comparison with Alternate Models

8.1 Construct Validity

8.2 Related Models of Cognition

8.3 Toward an Integrated Perspective

8.4 Some Cautions

9 Can Strategies Be Taught?

9.1 Application of Simultaneous-Successive Model

9.2 Essential Features of Intervention

9.3 Conclusion

10 Language Functions and Cognitive Processing

10.1 Research on Aphasia

10.2 Experiments on Some Linguistic Functions

10.3 The Nature of Successive Processing

11 Retrospect and Prospect

11.1 Intelligence Revisited

11.2 Halstead, Luria, and the Neuropsychological Approach

11.3 Comments on Successive Processing

11.4 Learning Disability, Hyperactivity, and the Functional Organization of the Brain

11.5 Developmental Issues

11.6 Early Detection and Remediation: A Framework For Research

Appendix A General Manual for Tests of Simultaneous and Successive Processing and Speed of Processing

A.1 Descriptions and Instructions

A.2 Test Means, Standard Deviations, and Factor Loadings

References

Index

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