000			03599cam a2200313 i 4500
999			_c260 _d260
001			1792397
003			OSt
005			20190822123119.0
008			790129s1979 nyua b 001 0 eng
010			_a 78020039
020			_a0122031504
040			_aDLC _cDLC _dDLC
050	0	0	_aBF311 _b.D34
082	0	0	_a153 DAS
100	1		_aDas, J. P. _q(Jagannath Prasad)
245	1	0	_aSimultaneous and successive cognitive processes / _cJ. P. Das, John R. Kirby, Ronald F. Jarman, with a chapter by James P. Cummins.
260			_aNew York : _bAcademic Press, _c1979.
300			_axii, 247 p. ; _bill. ; _c24 cm.
440		0	_aEducational phychology
500			_aIncludes index.
504			_aBibliography: p. 229-244.
505			_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
650		0	_aCognition.
650		0	_aCognition in children.
700	1		_aKirby, John R., _ejoint author.
700	1		_aJarman, Ronald F., _ejoint author.
906			_a7 _bcbc _corignew _d1 _eocip _f19 _gy-gencatlg
942			_2ddc _cSTS