Das / Kirby / Jarman Simultaneous and Successive Cognitive Processes

1. Auflage 2013
ISBN: 978-1-4832-6608-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 262 Seiten, Web PDF

Simultaneous and Successive Cognitive Processes presents some innovative ideas for defining simultaneous and successive cognitive processes by choosing certain tasks that would elicit the use of coding and planning. Factor analysis is used to assess the organization of cognitive functions in terms of coding and planning. The book demonstrates how to isolate coding and planning processes by using a battery of tasks, and extends the approach to complex cognitive areas such as reading, word association, and sentence comprehension. Comprised of 11 chapters, this book begins with an overview of the evolution of the concept of intelligence and some notable workers in the field, including Cyril Burt, Raymond B. Cattell, Jean Piaget, and Jerome Kagan. The discussion then turns to learning theory and cognitive development as the basis for understanding intelligence. Subsequent chapters focus on intellectual functions in terms of the workings of the brain; simultaneous and successive cognitive processing in children; the relationship of simultaneous and successive coding to school achievement; and simultaneous and successive cognitive processing in children with mental retardation and learning disability. The results of cross-cultural studies on cognitive processes are also discussed, together with the link between language functions and cognitive processing. This monograph will be of interest to teachers, school administrators, and educational psychologists.

Autoren/Hrsg.

Das, J. P.

Kirby, John R.

Jarman, Ronald F.

Edwards, Allen J.

Inhaltsverzeichnis

1;Front Cover;1
2;Simultaneous and Successive Cognitive Processes;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;Preface;12
7;Chapter 1. Intelligence: Tradition and Change;14
7.1;1.1 HISTORY OF INTELLIGENCE: A MATTER OF DEFINITION;14
7.2;1.2 THE NATURE OF INTELLIGENCE;17
7.3;1.3 OLD PIONEERS AND NEW MESSIAHS;19
7.4;1.4 THE LEARNING THEORY POINT OF VIEW;38
7.5;1.5 CONCLUDING REMARKS;42
8;Chapter 2. The Workings of the Brain;44
8.1;2.1 SOVIET PSYCHOLOGY;45
8.2;2.2 THE THREE BLOCKS OF THE BRAIN;50
8.3;2.3 RELATION TO INTELLIGENCE;55
9;Chapter 3. A Model of Simultaneous and Successive Processing;58
9.1;3.1 ROOTS OF THE MODEL;58
9.2;3.2 THE MODEL;62
9.3;3.3 MEASURES OF THE TWO PROCESSES;64
10;Chapter 4. Simultaneous and Successive Processing in Children;68
10.1;4.1 CLINICAL METHODS AND FACTOR ANALYSIS;68
10.2;4.2 SIMULTANEOUS AND SUCCESSIVE FACTORS: A REPRESENTATIVE STUDY;72
10.3;4.3 COMPARISON OF CHILDREN IN GRADES 1 AND 4;76
11;Chapter 5. Relationship of Simultaneous and Successive Coding to School Achievement;82
11.1;5.1 THE PREDICTION OF SCHOOL ACHIEVEMENT;82
11.2;5.2 SIMULTANEOUS-SUCCESSIVE PROCESSING AND ACHIEVEMENT;84
11.3;5.3 IMPLICATIONS FOR REMEDIATION AND EDUCATION;99
12;Chapter 6. Understanding Mental Retardation and Learning Disability;102
12.1;6.1 GENERAL AND SPECIFIC COGNITIVE PROBLEMS;102
12.2;6.2 UNDERSTANDING MENTAL RETARDATION;104
12.3;6.3 LEARNING DISABILITY;114
12.4;6.4 THE CAUSES OF COGNITIVE PROBLEMS: DEFECT OR DEVELOPMENTAL LAG;122
12.5;6.5 CONCLUSIONS;124
13;Chapter 7. Cross-Cultural Studies;126
13.1;7.1 COGNITIVE COMPETENCE AND CULTURAL DISADVANTAGE;129
13.2;7.2 CASTE AS A VARIABLE;132
13.3;7.3 SIMULTANEOUS AND SUCCESSIVE PROCESSING DIFFERENCES: CASTE AND CLASS AS INDEPENDENT VARIABLES;134
13.4;7.4 COGNITIVE PROCESSES OF ABORIGINAL CHILDREN IN ORISSA: FACTOR-ANALYTIC DATA;137
13.5;7.5 WHITE, BLACK, AND NATIVE CHILDREN'S PERFORMANCE;139
13.6;7.6 CONCLUDING REMARKS;143
14;Chapter 8. Comparison with Alternate Models;146
14.1;8.1 CONSTRUCT VALIDITY;146
14.2;8.2 RELATED MODELS OF COGNITION;149
14.3;8.3 TOWARD AN INTEGRATED PERSPECTIVE;166
14.4;8.4 SOME CAUTIONS;168
15;Chapter 9. Can Strategies Be Taught?;170
15.1;9.1 APPLICATION OF SIMULTANEOUS-SUCCESSIVE MODEL;170
15.2;9.2 ESSENTIAL FEATURES OF INTERVENTION;172
15.3;9.3 CONCLUSION;184
16;Chapter 10. Language Functions and Cognitive Processing;188
16.1;10.1 RESEARCH ON APHASIA;188
16.2;10.2 EXPERIMENTS ON SOME LINGUISTIC FUNCTIONS;190
16.3;10.3 THE NATURE OF SUCCESSIVE PROCESSING;197
17;Chapter 11. Retrospect and Prospect;200
17.1;1.1 INTELLIGENCE REVISITED;200
17.2;11.2 HALSTEAD, LURIA, AND THE NEUROPSYCHOLOGICAL APPROACH;202
17.3;11.3 COMMENTS ON SUCCESSIVE PROCESSING;204
17.4;11.4 LEARNING DISABILITY, HYPERACTIVITY, AND THE FUNCTIONAL ORGANIZATION OF THE BRAIN;205
17.5;11.5 DEVELOPMENTAL ISSUES;207
17.6;11.6 EARLY DETECTION AND REMEDIATION: A FRAMEWORK FOR RESEARCH;212
18;APPENDIX: A General Manual for Tests of Simultaneous and Successive Processing and Speed of Processing;222
18.1;A.1 DESCRIPTIONS AND INSTRUCTIONS;222
18.2;A.2 TEST MEANS, STANDARD DEVIATIONS, AND FACTOR LOADINGS;231
19;References;242
20;Index;258