Assessment of cognitive processes
Subtitle: the PASS theory of intelligence
By: J.P. Das, Jack A. Naglieri, John R. Kirby.
Contributors: Naglieri, Jack A.; Kirby, John R.
Publisher: Allyn and Bacon
Published: 1994
Place of publication: Boston
Language: eng
Number of pages: 236
Subjects: Intelligence tests.; Cognition -- Testing.; Cognition in children -- Testing.; Children -- Intelligence testing.; Exceptional children -- Intelligence testing.; Special education.
Description: "For over 20 years, J.P. Das, Jack A. Naglieri, and John R. Kirby - in collaboration with many other colleagues - have been shaping a model of cognitive processes that has sought to clarify the concept of intelligence and to restructure the approach towards its assessment. The result of these many efforts is the PASS model - the central focus of this volume." "PASS stands for Planning, Attention, Simultaneous, and Successive processes - cognitive functions which form a complex and interdependent system that helps us understand the nature of individual differences, provides a framework within which to conceptualize assessment, and leads directly to theory-based remediation. From this model emerges a multidimensional view of cognitive processes, presented in detail in this first-of-its-kind guide to new thinking on intellectual assessment." "While integrating cognitive psychology, educational psychology, and intellectual assessment, the book emphasizes cognitive functions or processes, rather than "intelligence" and shows clearly how the PASS model provides a multidimensional view of cognitive competence." "In eleven comprehensive chapters the authors provide a complete summary of the PASS theory, detail the experimental research on the model, describe the development of assessment procedures including the Das-Naglieri: Cognitive Assessment System, compare the relationship between the model and traditional IQ tests, and recommend remediation procedures for cognitive dysfunctions. A unique feature of the book is that it facilitates a new understanding of learning disabilities and remediation, attention deficits, and other learning difficulties not previously provided by traditional assessment of intelligence. A final chapter summarizes the authors' view of the need for an evolutionary step in the field of intelligence and intelligence testing."

"For all involved in theories of intelligence, or in teaching others about intelligence and its measurement, this book provides an alternative to traditional approaches and a view of the future."--Jacket.
Notes: Includes bibliographical references (p. 205-222) and indexes.
"A Longwood professional book"--Cover.