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Direct linkDunn, Kristy; Georgiou, George; Das, J. P. – Roeper Review, 2020
The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children (70 females, 72 males; M[subscript…
Descriptors: Cognitive Processes, Reading Achievement, Mathematics Achievement, Children
Peer reviewedDas, J. P. – Journal of Special Education, 1984
The article mentions six basic statements about sequential and simultaneous processes which are derived from A. Luria's clinical research. The Kaufman Assessment Battery for Children is then judged in terms of these statements. Suggestions for constructing tests which will entail planning as well as simultaneous and successive measures are…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Secondary Education, Intelligence Tests
Peer reviewedKirby, 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
Molloy, Geoffrey N.; Das, J. P. – Australian Journal of Developmental Disabilities, 1980
The paper traces the development of an integrated model of cognition stemming from Soviet neuropsychology and reviews recent research on simultaneous and successive syntheses. Implications for mental retardation, learning disability, hyperactivity, and reading disability are given. (Author/CL)
Descriptors: Cognitive Development, Cognitive Processes, Exceptional Child Research, Hyperactivity
