A Tribute to J. P. Das
E-Book, Englisch, 530 Seiten
ISBN: 978-0-12-410444-0
Verlag: Elsevier Reference Monographs
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Summarizes decades of research on PASS theory and use of CASDiscusses how findings in the neuropsychology of intelligence speak to PASS theory use and applicationCovers use of PASS and CAS for assessing and treating a variety of learning disabilitiesOutlines use of PASS and CAS for enhancing learning and cognitive processes
Autoren/Hrsg.
Weitere Infos & Material
1;Front Cover;1
2;Cognition, Intelligence, and Achievement;4
3;Copyright Page;5
4;Contents;6
5;Foreword;14
6;List of Contributors;18
7;I. Introductory Chapters;20
7.1;1 Cognition, Intelligence, and Achievement: A Tribute to J. P. Das;22
7.1.1;The Rationale for This Book;24
7.1.2;Organization of the Text;24
7.1.2.1;Foreword and Introductory Chapters;25
7.1.2.2;Intelligence as a Cognitive Process;25
7.1.2.3;Developmental and Learning Disabilities;27
7.1.2.4;Enhancing Learning and Cognitive Processes;29
7.1.3;References;30
7.2;2 Glimpses into the Personal Life of J. P. Das;32
7.3;3 Three Faces of Cognitive Processes: Theory, Assessment, and Intervention;38
7.3.1;Origin and History of PASS Cognitive Processes;38
7.3.1.1;PASS Prehistory;38
7.3.1.2;Its Roots: Sechenov, Pavlov, and Luria;40
7.3.1.3;Simultaneous and Successive Information Integration: The 1975 Model;41
7.3.1.4;Socioeconomic Status (SES) and Simultaneous-Successive Processing;43
7.3.1.5;Factor Stability Across Cultures;44
7.3.1.6;The Invariance of Two Factors, Even When a Completely Different Set of Tests Is Used;45
7.3.2;The PASS Model;45
7.3.2.1;Arousal-Attention;45
7.3.2.2;Planning;47
7.3.2.3;Knowledge Base;48
7.3.3;Evidence for the PASS Model: A Cognitive Universal;48
7.3.3.1;Factor Analysis and Factorial Invariance;48
7.3.3.2;General Intelligence and Diverse Cognitive Processing: Does Factor Analysis Provide Any New Insights?;49
7.3.4;The Das-Naglieri CAS: Its Inception and Brief History of Applications;50
7.3.4.1;Construct Fidelity vs. Factor Purity;51
7.3.4.2;Construct Validity of CAS: Neuropsychological Evidence;53
7.3.5;Cognitive Remediation;56
7.3.5.1;PASS Reading Enhancement Program (PREP);57
7.3.5.2;Cognition Enhancement Training (COGENT);58
7.3.6;PASS Theory and Assessment Then and Now: Frozen Dinner or a Moving Feast?;60
7.3.6.1;Math Boosting: The Pivotal Role of Planning;60
7.3.6.2;Planning, Attention, and Executive Functions;61
7.3.7;Conclusion;63
7.3.8;References;63
8;II. Topic Area 1: Intelligence as a cognitive process;68
8.1;4 A Janus View: J. P. Das’s Ideas in Retrospect and Prospect;70
8.1.1;Legacies Entwined: Alexander Luria and Lev Vygotsky;70
8.1.2;The Brain and Psychometrics: PASS to CAS;71
8.1.2.1;The Hemet Study;73
8.1.3;Interventions: From PASS/CAS to Remediation;74
8.1.3.1;Reading Intervention in PREP;75
8.1.3.2;Other Intervention Studies;78
8.1.3.3;Mathematics and Planning;79
8.1.4;The Modernization of PASS;80
8.1.4.1;Theoretical Basis;80
8.1.4.2;Planning and Attention: P, A, and g;82
8.1.4.3;Arousal;86
8.1.4.4;Simultaneous and Successive Processing: The SS in PASS is Retained but Reinterpreted;86
8.1.4.5;Language;88
8.1.4.6;Orientation;89
8.1.5;Summary;90
8.1.6;References;92
8.2;5 Cognitive Processes and Academic Achievement: Multiple Systems Model of Reading;98
8.2.1;Introduction;98
8.2.2;Theories of Reading Disabilities;99
8.2.2.1;Multiple Systems Model of Reading;102
8.2.3;Research Implications;105
8.2.4;Some Educational Implications;111
8.2.5;Conclusions;113
8.2.6;References;114
8.3;6 Culture and Cognition: A Forty-Year Overview;120
8.3.1;Introduction;120
8.3.2;Conceptual Issues;121
8.3.3;Process, Competence, and Performance;122
8.3.4;The Universalist Perspective;124
8.3.5;The Ecocultural Perspective;124
8.3.6;Empirical Studies of Perception and Cognition;127
8.3.7;Conclusions;131
8.3.8;References;131
8.4;7 Reading Comprehension and PASS Theory;136
8.4.1;Introduction;136
8.4.2;Reading Comprehension;137
8.4.3;PASS Theory;139
8.4.4;Relevance of PASS Theory to Reading Comprehension;140
8.4.4.1;The Role of Planning;141
8.4.4.2;The Role of Attention;142
8.4.4.3;The Role of Simultaneous Processing;142
8.4.4.4;The Role of Successive Processing;143
8.4.4.5;Empirical Evidence: PASS Processes and CBM-Maze;144
8.4.5;Conclusions;147
8.4.6;Final Thoughts;148
8.4.7;Acknowledgments;149
8.4.8;References;149
8.5;8 Establishing Measurement Invariance of the Cognitive Assessment System Across Cultures;156
8.5.1;Method;159
8.5.1.1;Participants;159
8.5.1.2;Materials;160
8.5.1.3;Procedures;161
8.5.1.4;Data Scoring;161
8.5.2;Results;162
8.5.2.1;Measurement Invariance of D-N CAS Across Cultures;162
8.5.3;Discussion;164
8.5.4;References;165
8.6;9 Functional Components of Reading with Reference to Reading Chinese;168
8.6.1;Componential Approach to Reading Acquisition;168
8.6.2;Linguistic Principles in Reading Chinese Characters and Words;170
8.6.2.1;Direct Pronunciation, Use of Homophones, and Fanqie Principle;171
8.6.2.2;Pinyin and Zhuyin Fuhao Phonetic Systems;172
8.6.3;Phonological Processing;174
8.6.4;Orthographic Processing;177
8.6.4.1;Structural and Positional Constraints of Characters;177
8.6.4.2;Chinese Children’s Orthographic Knowledge;178
8.6.5;Morphological Knowledge;179
8.6.5.1;Morphological Compounding in Chinese;179
8.6.5.2;Summary Statement on Morphological Processing;180
8.6.6;Handwriting Strengthens the Connections of Reading Components;181
8.6.6.1;Sample Lesson: Linking Phonology, Orthography, Morphology, and Meaning;182
8.6.6.2;Reading, Writing Practice, and Statistical Learning;183
8.6.7;Summary and Conclusions;184
8.6.8;Acknowledgments;185
8.6.9;References;185
9;III. Topic Area 2: Developmental and learning disabilities;192
9.1;10 Intelligence, Working Memory, and Learning Disabilities;194
9.1.1;Intelligence, Working Memory, and Learning Disabilities;194
9.1.2;Definition of Terms;195
9.1.3;Theoretical Framework;198
9.1.4;Phonological System;199
9.1.4.1;Summary;200
9.1.5;Visual-Spatial Sketchpad;200
9.1.5.1;Summary;201
9.1.6;Executive System;201
9.1.6.1;Summary;204
9.1.7;Paradoxical Findings;204
9.1.8;Summary;207
9.1.9;Acknowledgments;209
9.1.10;References;209
9.2;11 Cognitive Constructs and Individual Differences Underlying ADHD and Dyslexia: A Cognitive Mosaic Approach;216
9.2.1;The Constructs of Planning and Attention;217
9.2.2;Planning and Attention in ADHD and Dyslexia;219
9.2.3;The Present Study;221
9.2.4;Method;221
9.2.4.1;Participants;221
9.2.4.2;Attention Measures;222
9.2.4.3;Reading-Related Measures;224
9.2.4.4;Executive Functions Measures;224
9.2.5;Results;225
9.2.5.1;Factor Analysis;226
9.2.5.2;Group Differences;228
9.2.5.3;Profile Analysis;228
9.2.6;Discussion;232
9.2.6.1;Attention and Executive Functions in University Students with ADHD and/or Dyslexia;233
9.2.6.2;Planning, Executive Functions, and Attention;237
9.2.7;References;238
9.3;12 Is Intelligence Relevant in Reading “µ..a” and in Calculating “3 + 5”?;244
9.3.1;PASS Processes and Reading;245
9.3.2;PASS Processes and Mathematics;246
9.3.3;The Present Study;247
9.3.4;Method;248
9.3.4.1;Participants;248
9.3.4.2;Measures;248
9.3.4.2.1;Beginning of Kindergarten;248
9.3.4.2.2;End of Kindergarten;250
9.3.4.2.3;End of Grade 1;251
9.3.4.3;Procedures;252
9.3.5;Results;252
9.3.5.1;Preliminary Data Analysis;252
9.3.5.2;Correlations between the Measures;253
9.3.5.3;Predicting Reading and Mathematics;255
9.3.6;Discussion;255
9.3.7;References;259
9.4;13 PASS Theory and Special Educational Needs: A European Perspective;264
9.4.1;Introduction;264
9.4.2;Mathematical Learning Disabilities;266
9.4.3;Nonverbal Learning Disabilities;268
9.4.4;Mild Mental Retardation;269
9.4.5;Gifted Children;271
9.4.6;ADHD;273
9.4.7;Ethnic Minority Children;276
9.4.8;Discussion;278
9.4.9;References;280
9.5;14 Cognitive Processes in Children with Developmental Coordination Disorder;286
9.5.1;Developmental Coordination Disorder and Cognitive-Motor Development;286
9.5.2;The Knowledge-Based Approach to Motor Development;289
9.5.3;Information Processing Model and DCD;292
9.5.4;PASS, CAS, and DCD;295
9.5.5;Cognitive Process-Based Subtypes of DCD;299
9.5.6;Intervention Practices;302
9.5.7;Conclusions;303
9.5.8;References;304
9.6;15 Equitable Assessment for Hearing and Deaf English Language Learners: An Investigation of the Impact of Verbal Load on PA...;310
9.6.1;Introduction;310
9.6.2;Theoretical Framework;313
9.6.3;Computerized Cognitive Assessment Battery (CCAB) Instrument Description and Development;315
9.6.4;Pilot Study 1;318
9.6.4.1;Participants;319
9.6.4.2;Procedures;319
9.6.4.3;Results and Discussion;319
9.6.5;Pilot Study 2;320
9.6.5.1;Participants;320
9.6.5.2;Procedures;320
9.6.5.3;Results and Discussion;321
9.6.6;Conclusion;324
9.6.7;Acknowledgments;325
9.6.8;References;325
10;IV. Topic Area 3: Enhancing learning and cognitive processes;328
10.1;16 Cognitive and Linguistic Dynamics of Reading Remediation;330
10.1.1;Instruction versus Remediation;331
10.1.2;Cognitive and Linguistic Correlates of Reading Development;332
10.1.3;PASS Theory and Reading Ability;335
10.1.4;Remediation Studies;337
10.1.4.1;The PASS Reading Enhancement Program (PREP);338
10.1.4.2;The Graphogame Intervention;339
10.1.5;The Present Study;340
10.1.5.1;Preliminary Results on Word Reading Fluency Performance;340
10.1.6;Microgenetic Data Analysis;343
10.1.6.1;Microgenetic Data Encoding Model;344
10.1.6.2;Microgenetic Data Metrics Model;345
10.1.6.3;Instantaneous Development Stage Metric for a Group;347
10.1.6.4;Instantaneous Developmental Stage Metric for an Individual;348
10.1.6.5;Developmental Stage Dynamics for Group and Individuals;349
10.1.6.6;Approaches to Using Developmental Stage Metric;350
10.1.6.7;An Illustration of Applying the Microgenetic Data Encoding Model;351
10.1.7;Conclusions;353
10.1.8;Acknowledgments;356
10.1.9;References;356
10.2;17 The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children w...;364
10.2.1;Introduction;364
10.2.2;Characteristics of ADHD;365
10.2.3;The Importance of Self-Regulation and Planning for School Achievement;366
10.2.4;Intervention Programs for Children with ADHD;367
10.2.5;The Seria-Think Program (STP);368
10.2.6;The Current Study;371
10.2.7;Method;372
10.2.7.1;Participants;372
10.2.7.2;Measures;372
10.2.7.3;Procedure;375
10.2.8;Results;375
10.2.8.1;Complex Figure Test;375
10.2.8.2;Matching Familiar Figures Test;375
10.2.8.3;Strategic Planning Math Exam;376
10.2.9;Discussion;379
10.2.10;References;381
10.3;18 Concerns About the Quality and Quantity of Students' Knowledge About Learning;388
10.3.1;Introduction;388
10.3.2;The Issue: The State of Students’ Knowledge about Learning;389
10.3.2.1;Students Need to Direct Their Own Learning;390
10.3.2.2;Graduating University Students’ Knowledge About Learning;393
10.3.2.3;Senior High School Students’ Advice to Students About How to Learn Well;396
10.3.2.4;Senior High School Students’ Advice to Teachers About Supporting Learning;398
10.3.2.5;Student Use of Strategy Knowledge Across Time;401
10.3.3;The Quality and Quantity of Students’ Knowledge about Learning;406
10.3.3.1;Knowledge About Learning Will Develop Naturally?;406
10.3.3.2;Teacher Knowledge About Learning;407
10.3.3.3;The Status of Learning as a Domain of Knowledge;408
10.3.4;Conclusion: The Need for Sustained Teaching about Learning;409
10.3.5;References;410
10.4;19 Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks: Building on the Contribution...;416
10.4.1;Legacy of J. P. Das;417
10.4.2;Cross-Disciplinary Framework for Assessing, Teaching, and Learning Language;417
10.4.3;Differentiating Developmental and Specific Learning Disabilities;418
10.4.4;Evolution in Understanding and Assessing Working Memory and Executive Functions;421
10.4.5;Building Bridges between Das’s PASS Model and the Cognitive Writing Processes Model;426
10.4.6;Relevance of Executive Functions to Special Populations;427
10.4.7;Conclusions;430
10.4.8;Notes;431
10.4.9;References;431
10.5;20 Intelligent Behavior and Neuroscience: What We Know—and Don’t Know—About How We Think;438
10.5.1;Our Research on PASS;438
10.5.2;The Cognitive-Emotional Brain and Neuroscience;441
10.5.2.1;How We Think About the Way We Think;441
10.5.2.2;Conscious and Unconscious Processing;445
10.5.3;Cognition–Emotion Interaction;448
10.5.3.1;What Exactly Is an Emotion as Distinct from a Thought or Cognition?;448
10.5.4;Cognitive Remediation Based on the PASS Model;450
10.5.4.1;Golden Rules;453
10.5.4.2;Holistic Cognitive–Emotional Intervention;454
10.5.5;Conclusions;455
10.5.6;References;456
11;V. Final Chapter;460
11.1;21 Retrospect and Prospect;462
11.1.1;T.C.P.;463
11.1.1.1;Maxims;463
11.1.1.2;Shaping My Research;465
11.1.1.3;The Way Forward;466
11.1.2;R.K.P.;468
11.1.3;J.R.K.;471
11.1.3.1;Meeting Das;472
11.1.3.2;Shaping My Research;473
11.1.3.3;Current and Future Theory and Practice;474
11.1.4;References;475
12;Appendix A: J. P. Das: Vita;478
12.1;Degrees;478
12.2;Academic and Research Experience;478
12.3;Short Appointments;479
12.4;Listed in Biographical Directories;479
12.5;Awards;479
12.6;Professional Associations;479
12.7;Editorial Consultation;480
12.8;International Activities;480
12.9;Publications;480
13;Appendix B: Das’s Ph.D. Students;500
13.1;Postdoctoral Students and Research Associates;501
14;Author Index;502
15;Subject Index;520
Chapter 1 Cognition, Intelligence, and Achievement
A Tribute to J. P. Das
Timothy C. Papadopoulos1, Rauno K. Parrila2 and John R. Kirby3, 1Department of Psychology & Centre for Applied Neuroscience, University of Cyprus, Nicosia, Cyprus, 2Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada, 3Faculty of Education, Department of Psychology, and Centre for Neuroscience Studies, Queen’s University, Kingston, Ontario, Canada Cognition, Intelligence, and Achievement is a Festschrift volume to honor the career and the contributions of Professor Jagannath Prasad Das of the University of Alberta in education and psychology. Understanding the concepts of cognition, intelligence, and achievement requires the creation of theories and models that rely on data from the real world. J. P. Das (or Das, as he is known to his friends and close collaborators) has made major contributions to our understanding of the relationships among these concepts through a well-grounded neurocognitive theory and a solid empirical base. During his almost 60-year academic career, J. P. Das has published a great number of influential papers in the broad field of cognitive psychology and special education. For many, his work on the Planning, Attention-Arousal, Simultaneous, and Successive (PASS) theory of intelligence, first proposed in 1975 (Das, Kirby, & Jarman, 1979), and later elaborated by Das, Naglieri, and Kirby (1994), and Das, Kar, and Parrila (1996), advanced our knowledge by broadening the concept of intelligence and how to assess it. Motivated by the theoretical propositions of Soviet neuropsychologist Alexander Luria, the PASS theory studied human intelligence in the context of learning and cognition rather than with a predominant focus on test construction and the structure of intellect. This is the reason that makes Professor Das one of the most widely recognized scholars related to Luria’s seminal neuropsychological work on brain functioning. Keywords
cognition; intelligence; achievement; Planning; Attention-Arousal; Simultaneous and Successive theory; Das-Naglieri Cognitive Assessment System Cognition, Intelligence, and Achievement is a Festschrift volume to honor the career and the contributions of Professor Jagannath Prasad Das of the University of Alberta in education and psychology. Understanding the concepts of cognition, intelligence, and achievement requires the creation of theories and models that rely on data from the real world. J. P. Das (or Das, as he is known to his friends and close collaborators) has made major contributions to our understanding of the relationships among these concepts through a well-grounded neurocognitive theory and a solid empirical base. During his almost 60-year academic career, J. P. Das has published a great number of influential papers in the broad field of cognitive psychology and special education. For many, his work on the Planning, Attention-Arousal, Simultaneous, and Successive (PASS) theory of intelligence, first proposed in 1975 (Das, Kirby, & Jarman, 1979), and later elaborated by Das, Naglieri, and Kirby (1994), and Das, Kar, and Parrila (1996), advanced our knowledge by broadening the concept of intelligence and how to assess it. Motivated by the theoretical propositions of Soviet neuropsychologist Alexander Luria, the PASS theory studied human intelligence in the context of learning and cognition rather than with a predominant focus on test construction and the structure of intellect. This is the reason that makes Professor Das one of the most widely recognized scholars related to Luria’s seminal neuropsychological work on brain functioning. In 1972, J. P. Das became the Director of the newly formed Centre for Mental Retardation at the University of Alberta; this center was later renamed the Developmental Disabilities Centre, and more recently the J. P. Das Centre on Developmental and Learning Disabilities. Das’s extensive research since then covers three broad areas, all of which are represented in this volume: intelligence as a cognitive process, developmental and learning disabilities, and remediation of learning and cognitive processes. In research and practice, Das has always adopted an international and cross-cultural perspective and demonstrated great concern for the most vulnerable and disadvantaged children, trying particularly to improve the lives of those with developmental and learning disabilities. Das’s work on the conceptualization and measurement of intelligence challenged theories of general intelligence (g) on the grounds that the brain is made up of interdependent but distinct functional systems. Das was one of the leaders in the 1970s, offering theoretical interpretations of the cognitive processes that comprised intelligence (others represented in this volume include Earl Hunt and Robert Sternberg). Whereas the construction of intelligence tests and the mathematical analysis of the relations among measures had dominated the research on intelligence until then, Das and others began to reintegrate the study of intelligence with the study of cognition (e.g., Hunt, Frost, & Lunneborg, 1973; Sternberg, 1977). Instead of viewing intelligence simply as being whatever IQ tests measure, they studied the processes by which intelligent behavior was produced. As a result, they were far more focused on how to improve intelligence and its consequences. Many of the papers in this volume address issues regarding the cognitive conceptualization of intelligence. The second major area of Das’s work focused on the diagnosis of different learning and developmental disabilities. The four PASS cognitive processes helped further understand and better define some of the most common categories of special populations including children with specific learning disabilities, attention and planning deficits, reading comprehension deficits, mathematics deficits, or individuals with intellectual disabilities. The application of the PASS theory to practical assessment strategies has been achieved through the Das-Naglieri Cognitive Assessment System (D-N CAS; Naglieri & Das, 1997), a cross-culturally applicable battery of tests of intelligence and cognitive processes. As a result, the PASS theory and the CAS have helped make the assessment of intelligence useful for the differential diagnosis of learning and developmental disorders. Examples of this research are included in the present volume. Das’s research on the remediation of learning and cognitive deficits is a third major area of his work: the PASS theory of cognitive processes has proven useful for designing educational and cognitive interventions. The theory has provided the framework for the development of two intervention programs: (a) the PASS Reading Enhancement Program (PREP), and (b) Cognition Enhancement Training (COGENT). The development of these intervention programs involved extensive efforts at tracking the short- and long-term effects of treatment with studies carried out with young children in Canada, the United States, Australia, Europe, China, and South Africa. It is expected that this line of research will stimulate much new empirical research in the area of cognitive intervention. All these issues and many others relating to cognition, intelligence, and achievement are addressed in the chapters ahead. The Rationale for this Book
To honor Professor J. P. Das, we invited scholars who are familiar with his work to contribute chapters in one of the three thematic areas described below. This resulting collection of 20 essays by researchers in the fields of educational, developmental, and cognitive psychology and special education is rich and diverse, illustrating how Das’s contributions continue to guide or shape psychological research. As noted previously, Das has been instrumental in relating work from neuropsychology and cognition to intelligence and school achievement. Our intention, therefore, was to bring together researchers who know or have been influenced by Das’s work to contribute chapters which focus on the themes that Das had studied. The goal was not to focus only on Das’s contributions, but rather to see how his contributions stimulated or are related to the thinking and research of other researchers in education and psychology. As such, we hope that the book will become a valuable resource for scholars, graduate students, practicing educational psychologists, and special education teachers. We believe that the chapters transcend the boundaries of Das’s work to investigate the emergence of a range of new ideas in the fields of cognition, assessment, intelligence, and intervention. Organization of the Text
The book is organized around three broad research themes, which correspond to J. P. Das’s major research interests: intelligence as a cognitive process (Chapters 4–9), developmental and learning disabilities (Chapters 10–15), and the enhancement of learning and cognitive processes (Chapters 16–20). Because of the nature of these fields and the goal to integrate them, the three sections necessarily overlap extensively. Next, we briefly overview the chapters that follow. Foreword and Introductory Chapters
The book begins with a foreword by Robert J. Sternberg, who portrays the outstanding career of J. P. Das. Sternberg places emphasis on how the work of Das has motivated researchers, psychologists, and educators to...
