Cognition, Intelligence, and Achievement
ISBN: 9780124103887
spien 1.0625 in
A Tribute to J.P. Das
Papadopoulos,
Parrila, and Kirby
Cognition, Intelligence,
and Achievement
A Tribute to J.P. Das
edited by Timothy C. Papadopoulos,
Rauno K. Parrila, and John R. Kirby
Integrates views of cognition, intelligence and school achievement
Reviews current research on and applications of the pass theory
Includes contributors from four continents
Cognition, Intelligence,
and Achievement
Cognition, Intelligence, and Achievement is motivated by the work of J. P. Das on
understanding the relationships between cognition and intelligence and their effects
on school achievement, and especially 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
pass and other frameworks in understanding the relationships among cognition,
intelligence, and achievement. The assessment and diagnosis of learning disabilities, developmental disabilities, 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. Academics,
researchers, and clinicians who specialize in developmental psychology, educational
psychology or clinicians dealing with learning disabilities will find this book very useful for teaching and research purposes.
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•
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Cognition,
Intelligence,
and Achievement
ISBN 978-0-12-410388-7
9 780124 103887
edited by Timothy C. Papadopoulos,
Rauno K. Parrila, and John R. Kirby
COGNITION,
INTELLIGENCE,
AND
ACHIEVEMENT
A Tribute to J. P. Das
Edited by
Timothy C. Papadopoulos
Department of Psychology
University of Cyprus
Nicosia, Cyprus
Rauno K. Parrila
Department of Educational Psychology
University of Alberta, Edmonton
Alberta, Canada
John R. Kirby
Faculty of Education
Queen’s University, Kingston
Ontario, Canada
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Contents
Foreword by Robert J. Sternberg
List of Contributors
xiii
xvii
I
INTRODUCTORY CHAPTERS
1. Cognition, Intelligence, and Achievement:
A Tribute to J. P. Das
3
TIMOTHY C. PAPADOPOULOS, RAUNO K. PARRILA, AND JOHN R. KIRBY
The Rationale for This Book
Organization of the Text
References
5
5
11
2. Glimpses into the Personal Life of J. P. Das
13
SATYA BRATA DAS
3. Three Faces of Cognitive Processes: Theory, Assessment,
and Intervention
19
J. P. DAS
Origin and History of PASS Cognitive Processes
The PASS Model
Evidence for the PASS Model: A Cognitive Universal
The Das-Naglieri CAS: Its Inception and Brief History
of Applications
Cognitive Remediation
PASS Theory and Assessment Then and Now: Frozen Dinner or
a Moving Feast?
Conclusion
References
v
19
26
29
31
37
41
44
44
vi
CONTENTS
II
TOPIC AREA 1: INTELLIGENCE
AS A COGNITIVE PROCESS
4. A Janus View: J. P. Das’s Ideas in Retrospect and Prospect
51
JERRY CARLSON AND EARL HUNT
Legacies Entwined: Alexander Luria and Lev Vygotsky
The Brain and Psychometrics: PASS to CAS
Interventions: From PASS/CAS to Remediation
The Modernization of PASS
Summary
References
51
52
55
61
71
73
5. Cognitive Processes and Academic Achievement:
Multiple Systems Model of Reading
79
RAUNO K. PARRILA AND LYNN M. McQUARRIE
Introduction
Theories of Reading Disabilities
Research Implications
Some Educational Implications
Conclusions
References
6. Culture and Cognition: A Forty-Year Overview
79
80
86
92
94
95
101
JOHN W. BERRY
Introduction
Conceptual Issues
Process, Competence, and Performance
The Universalist Perspective
The Ecocultural Perspective
Empirical Studies of Perception and Cognition
Conclusions
References
7. Reading Comprehension and PASS Theory
101
102
103
105
105
108
112
112
117
PANAYIOTA KENDEOU, TIMOTHY C. PAPADOPOULOS, AND GEORGE SPANOUDIS
Introduction
Reading Comprehension
PASS Theory
Relevance of PASS Theory to Reading Comprehension
Conclusions
117
118
120
121
128
CONTENTS
Final Thoughts
Acknowledgments
References
vii
129
130
130
8. Establishing Measurement Invariance of the Cognitive
Assessment System Across Cultures
137
CIPING DENG AND GEORGE K. GEORGIOU
Method
Results
Discussion
References
140
143
145
146
9. Functional Components of Reading with Reference to
Reading Chinese
149
CHE KAN LEONG
Componential Approach to Reading Acquisition
Linguistic Principles in Reading Chinese Characters and Words
Phonological Processing
Orthographic Processing
Morphological Knowledge
Handwriting Strengthens the Connections of Reading Components
Summary and Conclusions
Acknowledgments
References
149
151
155
158
160
162
165
166
166
III
TOPIC AREA 2: DEVELOPMENTAL
AND LEARNING DISABILITIES
10. Intelligence, Working Memory, and Learning Disabilities
175
H. LEE SWANSON
Intelligence, Working Memory, and Learning Disabilities
Definition of Terms
Theoretical Framework
Phonological System
Visual-Spatial Sketchpad
Executive System
Paradoxical Findings
Summary
Acknowledgments
References
175
176
179
180
181
182
185
188
190
190
viii
CONTENTS
11. Cognitive Constructs and Individual Differences Underlying
ADHD and Dyslexia: A Cognitive Mosaic Approach
197
JOHN R. KIRBY, HEE-JIN KIM, AND ROBERT SILVESTRI
The Constructs of Planning and Attention
Planning and Attention in ADHD and Dyslexia
The Present Study
Method
Results
Discussion
References
12. Is Intelligence Relevant in Reading “μανα”
and in
Calculating “3 1 5”?
198
200
202
202
206
213
219
225
GEORGE K. GEORGIOU, GEORGE MANOLITSIS, AND NIKI TZIRAKI
PASS Processes and Reading
PASS Processes and Mathematics
The Present Study
Method
Results
Discussion
References
13. PASS Theory and Special Educational Needs:
A European Perspective
226
227
228
229
233
236
240
245
EVELYN H. KROESBERGEN, JOHANNES E.H. VAN LUIT, AND SIETSKE VAN VIERSEN
Introduction
Mathematical Learning Disabilities
Nonverbal Learning Disabilities
Mild Mental Retardation
Gifted Children
ADHD
Ethnic Minority Children
Discussion
References
14. Cognitive Processes in Children with Developmental
Coordination Disorder
245
247
249
250
252
254
257
259
261
267
DIMITRA KOUTSOUKI AND KATERINA ASONITOU
Developmental Coordination Disorder and Cognitive-Motor Development
The Knowledge-Based Approach to Motor Development
Information Processing Model and DCD
PASS, CAS, and DCD
267
270
273
276
CONTENTS
Cognitive Process-Based Subtypes of DCD
Intervention Practices
Conclusions
References
15. Equitable Assessment for Hearing and Deaf English
Language Learners: An Investigation of the Impact of
Verbal Load on PASS Processes
ix
280
283
284
285
291
MARILYN L. ABBOTT AND LYNN M. McQUARRIE
Introduction
Theoretical Framework
Computerized Cognitive Assessment Battery (CCAB) Instrument
Description and Development
Pilot Study 1
Pilot Study 2
Conclusion
Acknowledgments
References
291
294
296
299
301
305
306
306
IV
TOPIC AREA 3: ENHANCING LEARNING
AND COGNITIVE PROCESSES
16. Cognitive and Linguistic Dynamics of Reading Remediation
311
TIMOTHY C. PAPADOPOULOS, CHRISTIANA KTISTI, CHRISTOFOROS CHRISTOFOROU,
AND MARIA LOIZOU
Instruction versus Remediation
Cognitive and Linguistic Correlates of Reading Development
PASS Theory and Reading Ability
Remediation Studies
The Present Study
Microgenetic Data Analysis
Conclusions
Acknowledgments
References
312
313
316
318
321
324
334
337
337
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)
345
DAVID TZURIEL AND GILAT TRABELSI
Introduction
Characteristics of ADHD
345
346
x
CONTENTS
The Importance of Self-Regulation and Planning for School Achievement
Intervention Programs for Children with ADHD
The Seria-Think Program (STP)
The Current Study
Method
Results
Discussion
References
Appendix 17.1: Strategic Planning Math Exam (SPME)
18. Concerns About the Quality and Quantity of Students’
Knowledge About Learning
347
348
349
352
353
356
360
362
367
369
MICHAEL J. LAWSON, ALAN BARNES, BRUCE WHITE, AND HELEN ASKELL-WILLIAMS
Introduction
The Issue: The State of Students’ Knowledge about Learning
The Quality and Quantity of Students’ Knowledge about Learning
Conclusion: The Need for Sustained Teaching about Learning
References
19. Understanding Developmental and Learning Disabilities
within Functional-Systems Frameworks: Building on the
Contributions of J. P. Das
369
370
387
390
391
397
VIRGINIA W. BERNINGER, H. LEE SWANSON, AND WHITNEY GRIFFIN
Legacy of J. P. Das
Cross-Disciplinary Framework for Assessing, Teaching, and Learning Language
Differentiating Developmental and Specific Learning Disabilities
Evolution in Understanding and Assessing Working Memory and
Executive Functions
Building Bridges between Das’s PASS Model and the Cognitive
Writing Processes Model
Relevance of Executive Functions to Special Populations
Conclusions
Notes
References
20. Intelligent Behavior and Neuroscience: What We Know—
and Don’t Know—About How We Think
398
398
399
402
407
408
411
412
412
419
FEDERICO PÉREZ-ALVAREZ AND CARME TIMONEDA-GALLART
Our Research on PASS
The Cognitive-Emotional Brain and Neuroscience
CognitionEmotion Interaction
Cognitive Remediation Based on the PASS Model
Conclusions
References
419
422
429
431
436
437
CONTENTS
xi
V
FINAL CHAPTER
21. Retrospect and Prospect
443
TIMOTHY C. PAPADOPOULOS, RAUNO K. PARRILA, AND JOHN R. KIRBY
T.C.P.
R.K.P.
J.R.K.
References
Appendix A: J. P. Das: Vita
Appendix B: Das’s Ph.D. Students
Author Index
Subject Index
444
449
452
456
459
481
483
501