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Simultaneous and successive cognitive processes / (Record no. 260)

MARC details
000 -LEADER
fixed length control field	03599cam a2200313 i 4500
001 - CONTROL NUMBER
control field	1792397
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20190822123119.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	790129s1979 nyua b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	78020039
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0122031504
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
Modifying agency	DLC
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	BF311
Item number	.D34
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	153 DAS
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Das, J. P.
Fuller form of name	(Jagannath Prasad)
245 10 - TITLE STATEMENT
Title	Simultaneous and successive cognitive processes /
Statement of responsibility, etc.	J. P. Das, John R. Kirby, Ronald F. Jarman, with a chapter by James P. Cummins.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	New York :
Name of publisher, distributor, etc.	Academic Press,
Date of publication, distribution, etc.	1979.
300 ## - PHYSICAL DESCRIPTION
Extent	xii, 247 p. ;
Other physical details	ill. ;
Dimensions	24 cm.
440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE
Title	Educational phychology
500 ## - GENERAL NOTE
General note	Includes index.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Bibliography: p. 229-244.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Preface<br/><br/>1 Intelligence: Tradition and Change<br/><br/>1.1 History of Intelligence: A Matter of Definition<br/><br/>1.2 The Nature of Intelligence<br/><br/>1.3 Old Pioneers and New Messiahs<br/><br/>1.4 The Learning Theory Point of View<br/><br/>1.5 Concluding Remarks<br/><br/>2 The Workings of the Brain<br/><br/>2.1 Soviet Psychology<br/><br/>2.2 The Three Blocks of the Brain<br/><br/>2.3 Relation to Intelligence<br/><br/>3 Model of Simultaneous and Successive Processing<br/><br/>3.1 Roots of the Model<br/><br/>3.2 The Model<br/><br/>3.3 Measures of the Two Processes<br/><br/>4 Simultaneous and Successive Processing in Children<br/><br/>4.1 Clinical Methods and Factor Analysis<br/><br/>4.2 Simultaneous and Successive Factors: A Representative Study<br/><br/>4.3 Comparison of Children in Grades 1 and 4<br/><br/>5 Relationship of Simultaneous and Successive Coding to School Achievement<br/><br/>5.1 The Prediction of School Achievement<br/><br/>5.2 Simultaneous-Successive Processing and Achievement<br/><br/>5.3 Implications for Remediation and Education<br/><br/>6 Understanding Mental Retardation and Learning Disability<br/><br/>6.1 General and Specific Cognitive Problems<br/><br/>6.2 Understanding Mental Retardation<br/><br/>6.3 Learning Disability<br/><br/>6.4 The Causes of Cognitive Problems: Defect or Developmental Lag<br/><br/>6.5 Conclusions<br/><br/>7 Cross-Cultural Studies<br/><br/>7.1 Cognitive Competence and Cultural Disadvantage<br/><br/>7.2 Caste as a Variable<br/><br/>7.3 Simultaneous and Successive Processing Differences: Caste and Class as Independent Variables<br/><br/>7.4 Cognitive Processes of Aboriginal Children in Orissa: Factor-Analytic Data<br/><br/>7.5 White, Black, and Native Children's Performance<br/><br/>7.6 Concluding Remarks<br/><br/>8 Comparison with Alternate Models<br/><br/>8.1 Construct Validity<br/><br/>8.2 Related Models of Cognition<br/><br/>8.3 Toward an Integrated Perspective<br/><br/>8.4 Some Cautions<br/><br/>9 Can Strategies Be Taught?<br/><br/>9.1 Application of Simultaneous-Successive Model<br/><br/>9.2 Essential Features of Intervention<br/><br/>9.3 Conclusion<br/><br/>10 Language Functions and Cognitive Processing<br/><br/>10.1 Research on Aphasia<br/><br/>10.2 Experiments on Some Linguistic Functions<br/><br/>10.3 The Nature of Successive Processing<br/><br/>11 Retrospect and Prospect<br/><br/>11.1 Intelligence Revisited<br/><br/>11.2 Halstead, Luria, and the Neuropsychological Approach<br/><br/>11.3 Comments on Successive Processing<br/><br/>11.4 Learning Disability, Hyperactivity, and the Functional Organization of the Brain<br/><br/>11.5 Developmental Issues<br/><br/>11.6 Early Detection and Remediation: A Framework For Research<br/><br/>Appendix A General Manual for Tests of Simultaneous and Successive Processing and Speed of Processing<br/><br/>A.1 Descriptions and Instructions<br/><br/>A.2 Test Means, Standard Deviations, and Factor Loadings<br/><br/>References<br/><br/>Index
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Cognition.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Cognition in children.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Kirby, John R.,
Relator term	joint author.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Jarman, Ronald F.,
Relator term	joint author.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ocip
f	19
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Price effective from	Koha item type
		Dewey Decimal Classification			7/3	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	22/08/2019		153 DAS	4539	22/08/2019	22/08/2019	Stack text books