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Cognitive Processing Skills and Developmental Dyslexia in Chinese
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Wang, Xiaochen; Georgiou, George K.; Das, J. P.; Li, Qing – Journal of Learning Disabilities, 2012
The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children…
Descriptors: Dyslexia, Reading Difficulties, Reading Fluency, Phonological Awareness
Memory for Spatial and Temporal Order in Deaf Children.
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Das, J. P. – American Annals of the Deaf, 1983
Twenty-eight profoundly deaf students, aged eight to 11, did not recall spatial order of viewed pictures better than temporal order, were not less competent in probed recognition than 66 age-equivalent hearing students, and made fewer recognitions in temporal-probe than in spatial-probe conditions. Other results were found. (Author/MC)
Descriptors: Cognitive Processes, Deafness, Elementary Education, Memory
Information Processing and Human Abilities
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Kirby, John R.; Das, J. P. – Journal of Educational Psychology, 1978
The simultaneous and successive processing model of cognitive abilities was compared to a traditional primary mental abilities model. Simultaneous processing was found to be primarily related to spatial ability; and to a lesser extent, to memory and inductive reasoning. Subjects were 104 fourth-grade urban males. (Author/GD C)
Descriptors: Cognitive Ability, Cognitive Processes, Cognitive Tests, Induction
Structure of Cognitive Abilities: Evidence for Simultaneous and Successive Processing
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Das, J. P. – Journal of Educational Psychology, 1973
In the present study two modes of information integration, simultaneous and successive, were proposed as alternatives to reasoning and memory. The generality of these two was tested by factor analyzing the cognitive test scores of 9-11-year-old children from Canada and India. (Editor/RK)
Descriptors: Cognitive Ability, Cognitive Processes, Comprehension, Cultural Influences
Relation between Memory Span, Naming Time, Speech Rate, and Reading Competence.
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Das, J. P.; Mishra, Rama K. – Journal of Experimental Education, 1991
Links between reading and short memory span, slow naming time, and slow speech rate were investigated for 140 fifth and sixth grade students given a reading test and tests of the 3 variables. Reading was best predicted by naming time, followed by speech rate; prediction from memory span was weak. (SLD)
Descriptors: Cognitive Processes, Elementary School Students, Grade 5, Grade 6
Learning Math: Basic Concepts, Math Difficulties, and Suggestions for Intervention
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Das, J. P.; Janzen, Chris – Developmental Disabilities Bulletin, 2004
Math difficulties share many common features with reading difficulties. In as much as they do so, the general approach to reading disability overlaps with math disability. Both math and learning to read share several domain-general features such as long-term and short- term memory, successive and simultaneous processing, flexibility in…
Descriptors: Learning Problems, Intervention, Learning Disabilities, Memory
Cognitive Assessment System.
Naglieri, Jack A.; Das, J. P. – 1997
This kit contains materials necessary to administer the Cognitive Assessment System (CAS), an assessment battery designed to evaluate cognitive processing in children 5 through 17 years of age. Derived from the Planning, Attention, Simultaneous, and Successive (PASS) theory, the four processing areas comprise the four scales that make up the CAS.…
Descriptors: Adolescents, Attention Span, Children, Cognitive Ability