Cognition, Intelligence, and Achievement is motivated by the work of the renowned Professor J. P. Das on the PASS (Planning, Attention, Simultaneous and Successive Processing) theory of intelligence and CAS measures (Cognitive Assessment System) of cognitive processes. This book reviews current research using this and other frameworks in understanding the relationships among cognition, intelligence, and achievement. The assessment and diagnosis of learning disabilities, mental retardation, and ADHD are addressed, and the interrelationships among cognition, culture, neuropsychology, academic achievement, instruction, and remediation are examined. No other book has presented such an integrated view across these domains, from such a diverse array of internationally known and respected experts from psychology, education, and neuroscience.
Table of Contents
1. Cognition, Intelligence, and Achievement: A Tribute to J. P. Das 2. Glimpses into the Personal Life of J. P. Das 3. Three Faces of Cognitive Processes: Theory, Assessment, and Intervention 4. A Janus View: J. P. Das' Ideas in Retrospect and Prospect 5. Cognitive Processes and Academic Achievement: Multiple Systems Model of Reading 6. Culture and Cognition: A Forty Year Overview 7. Reading Comprehension and PASS Theory 8. Establishing Measurement Invariance of Cognitive Assessment System Across Cultures 9. Functional Components of Reading with Reference to Reading Chinese 10. Intelligence, Working Memory, and Learning Disabilities 11. Cognitive Constructs and Individual Differences Underlying AD/HD and Dyslexia: A Cognitive Mosaic Approach 12. Is Intelligence Relevant in Reading "???? and in Calculating "3 + 5? 13. PASS Theory and Special Educational Needs: A European Perspective 14. Cognitive Processes in Children with Developmental Coordination Disorder 15. Equitable Assessment for Hearing and Deaf English Language Learners: An Investigation of the Impact of Verbal Load on PASS Processes 16. Cognitive and Linguistic Dynamics of Reading Remediation 17. The Effects of the Seria-Think Program (STP) on Planning, Self- Regulation and Math Performance among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD) 18. Concerns About the Quality and Quantity of Students' Knowledge about Learning 19. Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks: Building on the Contributions of J.P. Das 20. Intelligent Behavior and Neuroscience: What We Know-and Don't Know-About How We Think 21. Retrospect and Prospect
Appendix A. J. P. Das: Vita B. Das' Ph.D. Students
