共查询到20条相似文献，搜索用时 31 毫秒
1.
Seija M. Äystö 《European Journal of Psychology of Education - EJPE》1998,13(2):187-206
Course of cognitive development was investigated in a sample of normal school students (N=163) in the middle part of Finland by giving the students tests of four cognitive functions that were categorized according to the PASS theory of intelligence (planning, attention, simultaneous and successive processing). Subsequently, a group of students in special education (N=60, language impaired school students) was also studied for possible deviations in cognitive development. The age of the students varied from 7 to 19 years. Three main goals were (1) to study developmental trends of cognitive functions across three different age groups of school students and in two samples, (2) to identify distinct cognitive subgroups and profiles among the students, and, (3) to compare the cognitive profiles of normal and language impaired (dysphasic) students. First, in a cross-sectional design, it was seen linear cognitive trends for all PASS tasks, however so, that for the language impaired group the cognitive development was not as salient as for the normal students. Especially successive processing did not show developmental trend in the sample of language impaired (dysphasic) students. Secondly, a cluster analysis procedure following a factor analysis demonstrated two very distinct cognitive subgroups among the normal and dysphasic students. The subgroups in both separate samples differed from each other in successive and simultaneous processes. Additionally, the two subgroups of the normal students differed from each other also in planning. Thirdly, compared to the normal students, the dysphasic highly functioning subgroup did worse than normals in nonverbal successive ordering, but did better in verbal successive task. Contrary to expectations, the deviation was not on the verbal but instead on a nonverbal task. Need for extending PASS research into other types of learning problems (such as arithmetics, severe learning disability) is articulated. Pragmatically, observed minor differences in cognitive structure between the two student samples refer to differential remediation and skill training. 相似文献
2.
This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving group (TA). For this purpose, performance in verbal memory and in the PASS cognitive processes of planning, attention, and simultaneous and successive processing was assessed at the end of the academic course. Correlational analyses showed that phonological loop and successive and simultaneous processing were related to mathematical achievement at all three grades. Regression analysis revealed simultaneous processing as a cognitive predictor of mathematical performance, although phonological loop was also associated with higher achievement. Simultaneous and successive processing were the elements that differentiated the MLD group from the LA group. These results show that, of all the variables analyzed in this study, simultaneous processing was the best predictor of mathematical performance. 相似文献
3.
Laurice M. Joseph Megan E. McCachran Jack A. Naglieri 《Journal of Research in Reading》2003,26(3):304-314
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance. 相似文献
4.
Timothy C. Papadopoulos Athena Charalambous Androniki Kanari Maria Loizou 《European Journal of Psychology of Education - EJPE》2004,19(1):79-105
This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP:
PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending,
to kindergarten children at-rish for reading difficulties, in order to support the development of subsequent word reading
skills. As part of the first experiment, thirty children aged 5.1, matched on the basis of age, gender, parental education
levels, Non-verbal and Verbal IQ, were assigned to an experimental and a control group (15 in each group) and compared before
and after the four-week intervention on a set of phonological and cognitive (successive and simultaneous processing) measures.
The two groups of participants were screened to be significantly different at pre-test on the outcome measures. The results
of the first experiment indicated that the experimental group performed equally well with the control group on all the measures
of phonological and cognitive processing skills. Subsequent analysis focusing on aptitude-treatment interaction indicated
that the PREP program appeared to be optimally successful in improving phonological skills in cases where the cognitive profile
of the 5-year-olds matched the emphasis on successive information integration. The follow-up experiment examined the long-term
effects of PREP remediation. Results showed that both the experimental and control groups performed equally well on word reading
tasks and, more importantly, on the bridging PREP tasks, requiring knowledge of the alphabet and of letter-sound correspondences,
despite that neither of the groups had been previously trained on the latter. Discussion concludes that intervention including
inductive training on the distal cognitive processes, namely successive and simultaneous processing, appears to be effective
for enhancing early word-reading skills to kindergarten children at-risk for reading difficulties, even in the absence of
direct training of these skills in kindergarten. 相似文献
5.
Mathematical learning difficulties and PASS cognitive processes 总被引：4，自引：0，他引：4
This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses. 相似文献
6.
Che Kan Leong 《Contemporary educational psychology》1984,9(4):369-383
The role of cognitive processing and language awareness in relation to reading is discussed. The framework for cognitive processing was Luria's (1966a, Higher cortical functions in man, New York: Basic Books; 1966b, Human brain and psychological processes, New York: Harper & Row) simultaneous and successive syntheses. Language awareness involved understanding of phonological representation, ambiguities, and incongruities. The sample of 56 Grade 2 and 64 Grade 4 children was administered a battery of seven “simultaneous-successive” tasks. Principal component and promax oblique factor analyses and factor scores were used to classify the children as low-low, low-high, high-low, and high-high simultaneous-successive “processors.” A series of ANOVAs showed significant differences by grade and level of cognitive processing for the three language awareness tasks and for reading. These tasks and factor scores derived from the simultaneous and successive components of the within correlation matrix for the total sample of 120 children after removing covariance associated with the two grades were subjected to stepwise multiple regression analyses and a path analysis to tease out the contribution of these components to reading. Results showed a much greater direct effect from language awareness on reading than simultaneous and successive syntheses. Ability to reflect on language and to use language as “disembedded modes of thinking” are seen as central to reading acquisition and development. 相似文献
7.
Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group. 相似文献
8.
PASS认知历程模式及其在阅读障碍儿童中的运用 总被引：4，自引：3，他引：4
本文介绍了认知过程的一种全新理论———PASS理论 ,并就PASS理论在阅读障碍儿童中的运用进行了论述 ,以期为我们的工作提供新的视角和思路。 相似文献
9.
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 with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed. 相似文献
10.
The purpose of this study was to examine the contribution of PASS (Planning, Attention, Simultaneous, and Successive) processes to Chinese reading accuracy and fluency. One-hundred-forty Grade 3 to 5 Mandarin-speaking children were assessed on measures of PASS processes, phonological awareness, and orthographic knowledge. A year later they were assessed on reading accuracy and fluency. The results indicated that successive processing predicted reading through the effects of phonological awareness and simultaneous processing predicted reading through the effects of orthographic knowledge. The results were similar for reading accuracy and fluency. Implications for the PASS theory are discussed. 相似文献
11.
Verbal and visuospatial short-term and working memory in children: are they separable? 总被引：1，自引：0，他引：1
This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years. Multiple tasks measuring 4 different memory components were used to capture the cognitive processes underlying working memory. Confirmatory factor analyses indicated that the processing component of working memory tasks was supported by a common resource pool, while storage aspects depend on domain-specific verbal and visuospatial resources. This model is largely stable across this developmental period, although some evidence exists that the links between the domain-specific visuospatial construct and the domain-general processing construct were higher in the 4- to- 6-year age group. The data also suggest that all working memory components are in place by 4 years of age. 相似文献
12.
Utility of the PASS theory and cognitive assessment system for Dutch children with and without ADHD 总被引：2，自引：0，他引：2
This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD. The findings showed that children with ADHD in both countries demonstrated relatively low scores on the Planning and Attention scales of the CAS, but average scores on the Simultaneous and Successive scales. These findings are similar to previously published research suggesting that the PASS theory, as operationalized by the CAS, has sensitivity to the cognitive processing difficulties found in some children with ADHD. 相似文献
13.
Cognitive impairment is common among children born very preterm (VPT), yet little is known about how this risk changes over time. To examine this issue, a regional cohort of 110 VPT (≤ 32 weeks gestation) and 113 full‐term (FT) born children was prospectively assessed at ages 4, 6, 9, and 12 years using the Wechsler Preschool and Primary Scale of Intelligence–Revised and then Wechsler Intelligence Scale for Children, 4th ed. At all ages, VPT children obtained lower scores than their FT born peers (p < .001). Growth curve modeling revealed stable cognitive trajectories across both groups. Neonatal white matter abnormalities and family socioeconomic adversity additively predicted cognitive risk. Despite some intraindividual variability, cognitive functioning of typically developing and high‐risk VPT children was stable and influenced by early neurological development and family rearing context. 相似文献
14.
阅读障碍会影响儿童的正常发展,国外一些研究基于PASS理论探讨了阅读障碍儿童的认知机制,证明了基于PASS理论对阅读障碍儿童干预的有效性。文章综述了PASS理论在阅读障碍儿童中的应用,比较了国内外基于PASS理论关于阅读障碍儿童认知机制的研究,并介绍了国外学者基于PASS理论设计的阅读障碍儿童认知干预方案,及一些对方案效果验证性的实验,为我国阅读障碍儿童的研究及干预提供借鉴。 相似文献
15.
学习障碍儿童在基本的听、说、读、写、算等认知加工过程上存在困难,不同类型的学习障碍儿童在韦氏智力量表上的表现具有特异性,这是由于韦氏智力量表的内在结构与一些特定的认知加工过程有关。为加强韦氏智力量表的临床效应,第四版(WISC-IV)在结构、内容、功能等方面进一步优化调整,更加突出了量表对特殊学习者和情绪及行为障碍儿童的临床辨别力不同类型的学习障碍儿童在韦氏智力量表第四版特定分量表及特定的合成指数和认知加工指数上有特异性表现,这既可以成为临床辅助评估的出发点,同时也可以为不同类型的学习障碍儿童的个体化认知加工训练提供参考。 相似文献
16.
The research reported in this article was undertaken to obtain a better understanding of problem solving and scientific reasoning in 10-year-old children. The study involved measuring children's competence at syllogistic reasoning and in solving a series of problems requiring inductive reasoning. Children were also categorized on the basis of levels of simultaneous and successive synthesis. Simultaneous and successive synthesis represent two dimensions of information processing identified by Luria in a program of neuropsychological research. Simultaneous synthesis involves integration of information in a holistic or spatial fashion, whereas successive synthesis involves processing information sequentially with temporal links between stimuli. Analysis of the data generated in the study indicated that syllogistic reasoning and inductive reasoning were significantly correlated with both simultaneous and successive synthesis. However, the strongest correlation was found between simultaneous synthesis and inductive reasoning. These findings provide a basis for understanding the roles of spatial and verbal-logical ability as defined by Luria's neuropsychological theory in scientific problem solving. The results also highlight the need for teachers to provide experiences which are compatible with individual students' information processing styles. 相似文献
17.
Timothy C. Papadopoulos 《European Journal of Psychology of Education - EJPE》2001,16(4):549-568
This study examined whether phonological and cognitive tasks correlate with beginning reading acquisition in Hellenic populations under two different instructional approaches: a whole language approach supplemented by implicit coding instruction through incidental learning, as used in Cyprus, versus the syllable-splitting approach characterised by explicit decoding instruction, as used in Greece. Planning, attention, simultaneous, and successive processing tasks together with three phonological coding tasks (Oddity task, Phoneme Elision, and Sound Isolation) were administered to 50 Greek and 50 Cypriot Grade 1 students. Word Attack and Word Identification were also administered to measure early reading competency. The main findings of the study were as follows: (a) significant group differences were revealed in word-decoding accuracy but not in realword reading accuracy, an expected finding in a system characterised by high grapheme-phoneme consistency; (b) successive processing and phonological coding consisted of the fundamental abilities that differentiated the Greek from the Cypriot first-graders; and (c) the Greek group exhibited a higher linguistic ability than the Cypriot group. This was facilitated by the use of the distal cognitive processes to reading, that is, successive and simultaneous processing. The discussion focuses on the need to reconsider the nature of early reading instruction in languages such as Greek with high grapheme-phoneme consistency. 相似文献
18.
The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality. 相似文献
19.
Maltreated children usually show a specific pattern of emotional and behavioral symptoms that exceed those relating to posttraumatic stress disorder (PTSD). These symptoms have been defined as Complex PTSD (CPTSD). The underlying attentional mechanisms of abnormal emotional processing and their relation to the clinical presentation of CPTSD are not well understood. A visual dot-probe paradigm involving pre-attentive (i.e., 500 ms) and attentive (i.e., 1500 ms) presentation rates of neutral versus emotional (i.e., angry, happy or sad) facial expressions was applied. Twenty-one maltreated CPTSD children were compared with twenty-six controls. The results are as follows: an attention bias away from threatening faces and an attentional bias towards sad faces were observed in maltreated CPTSD children during pre-attentive and attentive processing. Whereas the attentional bias away from angry faces was associated with social problems, the attentional bias towards sad faces was associated with depressive and withdrawn symptoms. Therefore, CPTSD children develop maladaptive negative cognitive styles, which may underlie not only social problems (by a cognitive avoidance of threatening stimuli) but also depressive symptoms (by a cognitive approach to sad stimuli). Attention processing abnormalities should be considered as therapeutic targets for new treatment approaches in this population. 相似文献
20.
Mathematics and learning disabilities 总被引：1，自引：0，他引：1
Geary DC 《Journal of learning disabilities》2004,37(1):4-15
Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential neural correlates. The deficits are discussed in terms of three subtypes of mathematics learning disability and in terms of a more general framework for linking research in mathematical cognition to research in learning disabilities. 相似文献