Simultaneous and Successive Cognitive Processes

Preface1 Intelligence: Tradition and Change 1.1 History of Intelligence: A Matter of Definition 1.2 The Nature of Intelligence 1.3 Old Pioneers and New Messiahs 1.4 The Learning Theory Point of View 1.5 Concluding Remarks2 The Workings of the Brain 2.1 Soviet Psychology 2.2 The Three Blocks of the Brain 2.3 Relation to Intelligence3 Model of Simultaneous and Successive Processing 3.1 Roots of the Model 3.2 The Model 3.3 Measures of the Two Processes4 Simultaneous and Successive Processing in Children 4.1 Clinical Methods and Factor Analysis 4.2 Simultaneous and Successive Factors: A Representative Study 4.3 Comparison of Children in Grades 1 and 45 Relationship of Simultaneous and Successive Coding to School Achievement 5.1 The Prediction of School Achievement 5.2 Simultaneous-Successive Processing and Achievement 5.3 Implications for Remediation and Education6 Understanding Mental Retardation and Learning Disability 6.1 General and Specific Cognitive Problems 6.2 Understanding Mental Retardation 6.3 Learning Disability 6.4 The Causes of Cognitive Problems: Defect or Developmental Lag 6.5 Conclusions7 Cross-Cultural Studies 7.1 Cognitive Competence and Cultural Disadvantage 7.2 Caste as a Variable 7.3 Simultaneous and Successive Processing Differences: Caste and Class as Independent Variables 7.4 Cognitive Processes of Aboriginal Children in Orissa: Factor-Analytic Data 7.5 White, Black, and Native Children's Performance 7.6 Concluding Remarks8 Comparison with Alternate Models 8.1 Construct Validity 8.2 Related Models of Cognition 8.3 Toward an Integrated Perspective 8.4 Some Cautions9 Can Strategies Be Taught? 9.1 Application of Simultaneous-Successive Model 9.2 Essential Features of Intervention 9.3 Conclusion10 Language Functions and Cognitive Processing 10.1 Research on Aphasia 10.2 Experiments on Some Linguistic Functions 10.3 The Nature of Successive Processing11 Retrospect and Prospect 11.1 Intelligence Revisited 11.2 Halstead, Luria, and the Neuropsychological Approach 11.3 Comments on Successive Processing 11.4 Learning Disability, Hyperactivity, and the Functional Organization of the Brain 11.5 Developmental Issues 11.6 Early Detection and Remediation: A Framework For ResearchAppendix A General Manual for Tests of Simultaneous and Successive Processing and Speed of Processing A.1 Descriptions and Instructions A.2 Test Means, Standard Deviations, and Factor LoadingsReferencesIndex