03598cam a2200325 i 4500999001300000001000800013003000400021005001700025008004100042010001700083020001500100040001800115050001600133082001200149100003500161245013500196260003900331300003400370440002700404500002000431504003000451505251100481650001502992650002703007700003503034700003803069906004503107942001303152952010703165  c260d2601792397OSt20190822123119.0790129s1979    nyua     b    001 0 eng    a   78020039   a0122031504  aDLCcDLCdDLC00aBF311b.D3400a153 DAS1 aDas, J. P.q(Jagannath Prasad)10aSimultaneous and successive cognitive processes /cJ. P. Das, John R. Kirby, Ronald F. Jarman, with a chapter by James P. Cummins.  aNew York :bAcademic Press,c1979.  axii, 247 p. ;bill. ;c24 cm. 0aEducational phychology  aIncludes index.  aBibliography: p. 229-244.  aPreface

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 0aCognition. 0aCognition in children.1 aKirby, John R.,ejoint author.1 aJarman, Ronald F.,ejoint author.  a7bcbccorignewd1eocipf19gy-gencatlg  2ddccSTS  00102ddc407087/3aAIISHbAIISHd2019-08-22l0o153 DASp4539r2019-08-22 00:00:00w2019-08-22ySTS