Clean Very Good Condition, With No Gift Inscription. 236 Pages With The Index. Hardcover In A Very Good Dust Jacket. 4Th Printing. This Book Is Not Signed.books are NOT signed. We will state signed at the description section. we confirm they are signed via email or stated in the description box. - Specializing in academic, collectiblle and historically significant, providing the utmost quality and customer service satisfaction. For any questions feel free to email us.

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Detalles bibliogr�ficos

T�tulo

Assessment of Cognitive Processes: The PASS Theory of Intelligence

Editor

Pearson

Fecha de publicaci�n

1994

Idioma

Ingl�s

ISBN 10

0205141641

ISBN 13

9780205141647

Encuadernaci�n

Hardcover

Edici�n

1st Edition.

Estado

Very Good

Estado de la sobrecubierta

Very Good

Cat�logos de vendedores

Biography

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Sinopsis

In recent times, the concept of intelligence has undergone drastic changes and, in some cases, the term “intelligence” has been avoided. This book is an attempt to clarify the concept of intelligence. The theory that forms the basis for this book is referred to as PASS. It stands for Planning, Attention, Simultaneous, and Successive processes. These processes form a complex and interdependent system which 1) helps us understand the nature of individual differences, 2) provides a framework within which to conceptualize assessment, and 3) leads directly to theory-based mediation. After presenting the PASS theory and the body of literature that supports it, the authors describe measures employed in assessment and remediation.

Rese�a del editor

In recent times, the concept of intelligence has undergone drastic changes and, in some cases, the term "intelligence" has been avoided. This book is an attempt to clarify the concept of intelligence. The theory that forms the basis for this book is referred to as PASS. It stands for Planning, Attention, Simultaneous, and Successive processes. These processes form a complex and interdependent system which 1) helps us understand the nature of individual differences, 2) provides a framework within which to conceptualize assessment, and 3) leads directly to theory-based mediation. After presenting the PASS theory and the body of literature that supports it, the authors describe measures employed in assessment and remediation.

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