Cognition, Intelligence, and Achievement

<p>1. Cognition, Intelligence, and Achievement: A Tribute to J. P. Das<br>2. Glimpses into the Personal Life of J. P. Das<br>3. Three Faces of Cognitive Processes: Theory, Assessment, and Intervention<br>4. A Janus View: J. P. Das' Ideas in Retrospect and Prospect<br>5. Cognitive Processes and Academic Achievement: Multiple Systems Model of Reading<br>6. Culture and Cognition: A Forty Year Overview<br>7. Reading Comprehension and PASS Theory<br>8. Establishing Measurement Invariance of Cognitive Assessment System Across Cultures<br>9. Functional Components of Reading with Reference to Reading Chinese<br>10. Intelligence, Working Memory, and Learning Disabilities<br>11. Cognitive Constructs and Individual Differences Underlying AD/HD and Dyslexia: A Cognitive Mosaic Approach<br>12. Is Intelligence Relevant in Reading “νίκη” and in Calculating “3 + 5”?<br>13. PASS Theory and Special Educational Needs: A European Perspective<br>14. Cognitive Processes in Children with Developmental Coordination Disorder<br>15. Equitable Assessment for Hearing and Deaf English Language Learners: An Investigation of the Impact of Verbal Load on PASS Processes<br>16. Cognitive and Linguistic Dynamics of Reading Remediation<br>17. The Effects of the Seria-Think Program (STP) on Planning, Self- Regulation and Math Performance among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD)<br>18. Concerns About the Quality and Quantity of Students’ Knowledge about Learning<br>19. Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks: Building on the Contributions of J.P. Das<br>20. Intelligent Behavior and Neuroscience: What We Know—and Don’t Know—About How We Think<br>21. Retrospect and Prospect</p> <p>Appendix<br>A. J. P. Das: Vita<br>B. Das' Ph.D. Students</p>