PASS theory of intelligence in Greek: A review
Resumen
This article reviews the research focusing on the application of the PASS (Planning, Attention, Simultaneous, and Successive) neurocognitive theory of intelligence (Das, Naglieri, & Kirby, 1994) in Greek. Studies that have used the Greek version of the Cognitive Assessment System (CAS; Naglieri & Das, 1997) and PREP (PASS Reading Enhancement Program) are reviewed. It is concluded that when the research is taken as a whole, with regard to the content, quality, and results of the pertinent correlational and intervention studies, the applications of PASS theory yield similar results to those deriving from other populations who differ in cultural and linguistic characteristics. Implications for future research are discussed.
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Papadopoulos, T. C. (2013). PASS theory of intelligence in Greek: A review. Preschool and Primary Education, 1, 41–66. https://doi.org/10.12681/ppej.51
- Número
- Vol. 1 (2013)
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- Άρθρα
Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.
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Das, J. P., & Papadopoulos, T. C. (2003). Behavioural inhibition and hyperactivity: A commentary from alternative perspectives. European Journal of Special Needs Education, 18, 183-195.
Das, J. P., Parrila, R. K., & Papadopoulos, T. C. (2000). Cognitive education and reading disability. In A. Kozulin & Y. Rand (Eds.). Experience of mediated learning: An impact of Feuerstein's theory in education and psychology (pp. 274-291). Oxford: Pergamon Press.
Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
Fawcett, A. J., & Nicolson, R. I. (2004). The Dyslexia Screening Test-Junior (DST-J). London: The Psychological Corporation.
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Francis, D. J., Snow, C. E., August, D., Carlson, C. D., Miller, J., & Iglesias, A. (2006). Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension. Scientific Studies of Reading, 10, 301-322.
Georgiou, G. K., Manolitsis, G., & Tziraki. (in press). Is intelligence relevant in reading “νίκη” and in calculating “3 + 5”?. In T. C. Papadopoulos, R. K. Parrila, & J. R. Kirby (Eds.), Cognition, intelligence, and achievement. San Diego, CA: Elsevier.
Georgiou, G. K., Papadopoulos, T. C., Zarouna, E. & Parrila, R. K. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia, 18, 110-129.
Georgiou, G., K., Protopapas, A., Papadopoulos, T. C., Skaloumpakas, C., & Parrila, R. K. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 1330-1344.
Georgiou, G. K., Tziraki, N., Manolitsis, G., & Fella, A. (2013). Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to grade 1. Journal of Experimental Child Psychology, 115, 481-496.
Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S. & Scott, S. K.(2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences, 99, 10911-10916.
Gough, P.B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
Hulslander, J., Talcott, J., Witton, C., DeFries, J., Pennington, B., Wadsworth, S., Willcutt, E., & Olson, R. (2004). Sensory processing, reading, IQ and attention. Journal of Experimental Child Psychology, 88, 274–295.
Jensen, A. R. (2006). Clocking the mind: Mental chronometry and individual differences. Amsterdam: Elsevier.
Kendeou, P., & Papadopoulos, T. C. (2012). The use of CBM-Maze in Greek: A closer look at what it measures. In C. A. Espin, K. L. McMaster, S. Rose, & M. M. Wayman (Eds.), A measure of success: The influence of Curriculum-Based Measurement on education (pp. 329-339). Minneapolis, MN: University of Minnesota Press.
Kendeou, P., Papadopoulos T. C., & Spanoudis, G. (2012). Processing demands of reading comprehension tests in young readers. Learning and Instruction, 22, 354-367.
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