9 780124 103887

ISBN 978-0-12-410388-7

edited by Timothy C. Papadopoulos, Rauno K. Parrila, and John R. Kirby

Cognition, Intelligence, and AchievementA Tribute to J.P. Das

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, Simultane-ous 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 disabili-ties, 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 use-ful for teaching and research purposes.

• Integrates views of cognition, intelligence and school achievement• Reviews current research on and applications of the pass theory • Includes c ontributors from four continentsPapadopoulos, Parrila, and Kirby

Cognition, Intelligence, and A

chievement

Cognition, Intelligence, and AchievementISBN: 9780124103887

spien 1.0625 in

edited by Timothy C. Papadopoulos, Rauno K. Parrila, and John R. Kirby

Cognition, Intelligence, and AchievementA Tribute to J.P. Das

COGNITION,INTELLIGENCE,

ANDACHIEVEMENT

ATribute to J. P. Das

Edited by

Timothy C. PapadopoulosDepartment of Psychology

University of Cyprus

Nicosia, Cyprus

Rauno K. ParrilaDepartment of Educational Psychology

University of Alberta, Edmonton

Alberta, Canada

John R. KirbyFaculty of Education

Queen’s University, Kingston

Ontario, Canada

AMSTERDAM• BOSTON• HEIDELBERG• LONDON

NEW YORK• OXFORD• PARIS• SAN DIEGO

SAN FRANCISCO• SINGAPORE• SYDNEY• TOKYO

Academic Press is an imprint of Elsevier

Academic Press is an imprint of Elsevier

32 Jamestown Road, London NW1 7BY, UK525 B Street, Suite 1800, San Diego, CA 92101-4495, USA

225 Wyman Street, Waltham, MA 02451, USA

The Boulevard, Langford Lane, Kidlington, Oxford OX5 1GB, UK

Copyright r 2015 Elsevier Inc. All rights reserved

No part of this publication may be reproduced or transmitted in any form or by any means,

electronic or mechanical, including photocopying, recording, or any information storage and

retrieval system, without permission in writing from the publisher. Details on how to seek

permission, further information about the Publisher’s permissions policies and our

arrangements with organizations such as the Copyright Clearance Center and the Copyright

Licensing Agency, can be found at our website: www.elsevier.com/permissions.

This book and the individual contributions contained in it are protected under copyright

by the Publisher (other than as may be noted herein).

Notices

Knowledge and best practice in this field are constantly changing. As new researchand experience broaden our understanding, changes in research methods, professional

practices, or medical treatment may become necessary.

Practitioners and researchers must always rely on their own experience and knowledge

in evaluating and using any information, methods, compounds, or experiments

described herein. In using such information or methods they should be mindful of

their own safety and the safety of others, including parties for whom they have a

professional responsibility.

To the fullest extent of the law, neither the Publisher nor the authors, contributors,

or editors, assume any liability for any injury and/or damage to persons or property

as a matter of products liability, negligence or otherwise, or from any use or operation

of any methods, products, instructions, or ideas contained in the material herein.

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data

A catalog record for this book is available from the Library of Congress

ISBN: 978-0-12-410388-7

For information on all Academic Press publications

visit our website at http://store.elsevier.com/

Typeset by MPS Limited, Chennai, India

www.adi-mps.com

Printed and bound in United States of America

Contents

Foreword by Robert J. Sternberg xiiiList of Contributors xvii

IINTRODUCTORY 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 5Organization of the Text 5References 11

2. Glimpses into the Personal Life of J. P. Das 13SATYA BRATA DAS

3. Three Faces of Cognitive Processes: Theory, Assessment,and Intervention 19

J. P. DAS

Origin and History of PASS Cognitive Processes 19The PASS Model 26Evidence for the PASS Model: A Cognitive Universal 29The Das-Naglieri CAS: Its Inception and Brief History

of Applications 31Cognitive Remediation 37PASS Theory and Assessment Then and Now: Frozen Dinner or

a Moving Feast? 41Conclusion 44References 44

v

IITOPIC AREA 1: INTELLIGENCE

AS A COGNITIVE PROCESS

4. A Janus View: J. P. Das’s Ideas in Retrospect and Prospect 51JERRY CARLSON AND EARL HUNT

Legacies Entwined: Alexander Luria and Lev Vygotsky 51The Brain and Psychometrics: PASS to CAS 52Interventions: From PASS/CAS to Remediation 55The Modernization of PASS 61Summary 71References 73

5. Cognitive Processes and Academic Achievement:Multiple Systems Model of Reading 79

RAUNO K. PARRILA AND LYNN M. McQUARRIE

Introduction 79Theories of Reading Disabilities 80Research Implications 86Some Educational Implications 92Conclusions 94References 95

6. Culture and Cognition: A Forty-Year Overview 101JOHN W. BERRY

Introduction 101Conceptual Issues 102Process, Competence, and Performance 103The Universalist Perspective 105The Ecocultural Perspective 105Empirical Studies of Perception and Cognition 108Conclusions 112References 112

7. Reading Comprehension and PASS Theory 117PANAYIOTA KENDEOU, TIMOTHY C. PAPADOPOULOS, AND GEORGE SPANOUDIS

Introduction 117Reading Comprehension 118PASS Theory 120Relevance of PASS Theory to Reading Comprehension 121Conclusions 128

vi CONTENTS

Final Thoughts 129Acknowledgments 130References 130

8. Establishing Measurement Invariance of the CognitiveAssessment System Across Cultures 137

CIPING DENG AND GEORGE K. GEORGIOU

Method 140Results 143Discussion 145References 146

9. Functional Components of Reading with Reference toReading Chinese 149

CHE KAN LEONG

Componential Approach to Reading Acquisition 149Linguistic Principles in Reading Chinese Characters and Words 151Phonological Processing 155Orthographic Processing 158Morphological Knowledge 160Handwriting Strengthens the Connections of Reading Components 162Summary and Conclusions 165Acknowledgments 166References 166

IIITOPIC AREA 2: DEVELOPMENTALAND LEARNING DISABILITIES

10. Intelligence, Working Memory, and Learning Disabilities 175H. LEE SWANSON

Intelligence, Working Memory, and Learning Disabilities 175Definition of Terms 176Theoretical Framework 179Phonological System 180Visual-Spatial Sketchpad 181Executive System 182Paradoxical Findings 185Summary 188Acknowledgments 190References 190

viiCONTENTS

11. Cognitive Constructs and Individual Differences UnderlyingADHD and Dyslexia: A Cognitive Mosaic Approach 197

JOHN R. KIRBY, HEE-JIN KIM, AND ROBERT SILVESTRI

The Constructs of Planning and Attention 198Planning and Attention in ADHD and Dyslexia 200The Present Study 202Method 202Results 206Discussion 213References 219

12. Is Intelligence Relevant in Reading “μ �ανα” and inCalculating “31 5”? 225

GEORGE K. GEORGIOU, GEORGE MANOLITSIS, AND NIKI TZIRAKI

PASS Processes and Reading 226PASS Processes and Mathematics 227The Present Study 228Method 229Results 233Discussion 236References 240

13. PASS Theory and Special Educational Needs:A European Perspective 245

EVELYN H. KROESBERGEN, JOHANNES E.H. VAN LUIT, AND SIETSKE VAN VIERSEN

Introduction 245Mathematical Learning Disabilities 247Nonverbal Learning Disabilities 249Mild Mental Retardation 250Gifted Children 252ADHD 254Ethnic Minority Children 257Discussion 259References 261

14. Cognitive Processes in Children with DevelopmentalCoordination Disorder 267

DIMITRA KOUTSOUKI AND KATERINA ASONITOU

Developmental Coordination Disorder and Cognitive-Motor Development 267The Knowledge-Based Approach to Motor Development 270Information Processing Model and DCD 273PASS, CAS, and DCD 276

viii CONTENTS

Cognitive Process-Based Subtypes of DCD 280Intervention Practices 283Conclusions 284References 285

15. Equitable Assessment for Hearing and Deaf EnglishLanguage Learners: An Investigation of the Impact ofVerbal Load on PASS Processes 291

MARILYN L. ABBOTTAND LYNN M. McQUARRIE

Introduction 291Theoretical Framework 294Computerized Cognitive Assessment Battery (CCAB) Instrument

Description and Development 296Pilot Study 1 299Pilot Study 2 301Conclusion 305Acknowledgments 306References 306

IVTOPIC AREA 3: ENHANCING LEARNING

AND COGNITIVE PROCESSES

16. Cognitive and Linguistic Dynamics of Reading Remediation 311TIMOTHY C. PAPADOPOULOS, CHRISTIANA KTISTI, CHRISTOFOROS CHRISTOFOROU,

AND MARIA LOIZOU

Instruction versus Remediation 312Cognitive and Linguistic Correlates of Reading Development 313PASS Theory and Reading Ability 316Remediation Studies 318The Present Study 321Microgenetic Data Analysis 324Conclusions 334Acknowledgments 337References 337

17. The Effects of the Seria-Think Program (STP) on Planning,Self-Regulation, and Math Performance among Grade 3 Childrenwith Attention Deficit Hyperactivity Disorder (ADHD) 345

DAVID TZURIEL AND GILAT TRABELSI

Introduction 345Characteristics of ADHD 346

ixCONTENTS

The Importance of Self-Regulation and Planning for School Achievement 347Intervention Programs for Children with ADHD 348The Seria-Think Program (STP) 349The Current Study 352Method 353Results 356Discussion 360References 362Appendix 17.1: Strategic Planning Math Exam (SPME) 367

18. Concerns About the Quality and Quantity of Students’Knowledge About Learning 369

MICHAEL J. LAWSON, ALAN BARNES, BRUCE WHITE, AND HELEN ASKELL-WILLIAMS

Introduction 369The Issue: The State of Students’ Knowledge about Learning 370The Quality and Quantity of Students’ Knowledge about Learning 387Conclusion: The Need for Sustained Teaching about Learning 390References 391

19. Understanding Developmental and Learning Disabilitieswithin Functional-Systems Frameworks: Building on theContributions of J. P. Das 397

VIRGINIAW. BERNINGER, H. LEE SWANSON, AND WHITNEY GRIFFIN

Legacy of J. P. Das 398Cross-Disciplinary Framework for Assessing, Teaching, and Learning Language 398Differentiating Developmental and Specific Learning Disabilities 399Evolution in Understanding and Assessing Working Memory and

Executive Functions 402Building Bridges between Das’s PASS Model and the Cognitive

Writing Processes Model 407Relevance of Executive Functions to Special Populations 408Conclusions 411Notes 412References 412

20. Intelligent Behavior and Neuroscience: What We Know—and Don’t Know—About How We Think 419

FEDERICO PEREZ-ALVAREZ AND CARME TIMONEDA-GALLART

Our Research on PASS 419The Cognitive-Emotional Brain and Neuroscience 422Cognition�Emotion Interaction 429Cognitive Remediation Based on the PASS Model 431Conclusions 436References 437

x CONTENTS

VFINAL CHAPTER

21. Retrospect and Prospect 443TIMOTHY C. PAPADOPOULOS, RAUNO K. PARRILA, AND JOHN R. KIRBY

T.C.P. 444R.K.P. 449J.R.K. 452References 456

Appendix A: J. P. Das: Vita 459Appendix B: Das’s Ph.D. Students 481Author Index 483Subject Index 501

xiCONTENTS