Integrating Cognitive Theory, Assessment, and Educational Intervention

The goals of Assessment of Cognitive Processes: The PASS Theory of Intelligence (see record 1993-98575-000) are laudable and ambitious. From the authors' extensive research over the past two decades coupled with a fine synthesis of the field of information-processing theory, they have developed a broad theoretical framework for understanding human cognitive processing and the concept of intelligence. The complex, comprehensive model of cognitive processing is called the PASS (planning, action, simultaneous, and successive processes) model. The basic tenets of the PASS model will be recognizable to most psychologists regardless of their training, special interest area, or theoretical bent. Graduate students and professionals will have little difficulty understanding the model, its modus operands, and its primary and secondary pathways, as exceptionally clear, informative diagrams are provided throughout; it is particularly helpful to have them at the beginning of the text. The book is intended both as a guide to new thinking on intellectual assessment and as a graduate level textbook. It will be of interest to academic and practicing psychologists and educators in the fields of cognition, individual differences, applied psychology, school psychology and special education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)