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J.P. Das Recent Publications

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2014

Georgiou, G., & Das, J. P. (in press). Reading comprehension in university students: Relevance of PASS theory of intelligence. Journal of Research in Reading. DOI: 10.1111/j.1467-9817.2012.01542.x

Georgiou, G., & Das, J. P. (in press). University students with poor reading comprehension: The hidden cognitive processing deficit. Journal of Learning Disabilities. doi:10.1177/0022219413513924

2013

Das, J. P., Sarnath, J., Nakayama, T., & Janzen, T. (2013). Comparison of cognitive process measures across three cultural samples: Some surprises. Psychological Studies, 58, 386394.

Das, J. P. (2013). Remembering Arthur Robert Jensen (August 24, 1923 – October 22, 2012). Psychological Studies, 58, 99-101. 

Janzen, T. M., Saklofske, D., & Das, J. P. (2013). Cognitive and reading profiles of two samples of Canadian First Nations children: Comparing two models for identifying reading disability. Canadian Journal of School Psychology, 28, 323-344.

2012

Naglieri, J. A. Das, J. P., & Goldstein, S. (2012). Planning, attention, simultaneous, successive: A cognitive-processing-based theory of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed., pp. 178-194). New York: Guilford Press.

Wang, X., Georgiou, G. K., & Das, J. P. (2012). Examining the effects of PASS cognitive processes on Chinese reading accuracy and fluency. Learning and Individual Differences, 22, 139-143.

Wang, X., Georgiou, G., Das, J. P., & Qing, L. (2012). Cognitive processing skills and developmental dyslexia in Chinese. Journal of Learning Disabilities, 45, 526-537.

2011

Deng, C., Liu, M., Wei, W., Chan, R. C. K., & Das, J. P. (2011). Latent factor structure of the Das-Naglieri Cognitive Assessment System: A confirmatory factor analysis in a Chinese setting. Research in Developmental Disabilities, 32, 1988-1997.

2010

Das, J. P. (2010). Intelligence. In I. B. Weiner & W. E. Craigshead (Eds.), The Corsini Encyclopedia of Psychology (pp. 835-838). New York: Wiley.

Das , J. P. (2010). The essence of Luria’s Legacy. Journal of Clinical and Experimental Neuropsychology, 32, 1036-1038.

Mahapatra, S., Das, J. P., Stack-Cutler, H., & Parrila, R. (2010). Remediating reading comprehension difficulties: A cognitive processing approach. Reading Psychology, 31, 428-453. 

2009

Das, J. P. (2009). Unity and diversity of views on intelligence and consciousness: Where the East meets the West. Psychological Studies, 54, 38-41.

Georgiou, G., Das, J. P., & Hayward, D. (2009). Revisiting the “simple view of reading” in a group of children with poor reading comprehension. Journal of Learning Disabilities, 42, 76-84.

2008

Das, J. P. (2008). Flashbacks: Reminiscences from 40 years with the J. P. Das Developmental Disabilities Centre. Developmental Disabilities Bulletin, 36, 266-278. 

Das, J. P. (2008). Planning and decision making: Beware of emotions and illusions. Journal of Entrepreneurship, 17, 1-14.

Das, J. P., Georgiou, G. & Janzen, T. (2008). Influence of distal and proximal cognitive processes on word reading. Reading Psychology, 29, 366-393. 

Das, J. P., Hayward, D., Georgiou, G., Janzen, T., & Boora, N. (2008). Comparing the effectiveness of two reading intervention programs for children with reading disabilities. Journal of Cognitive Education & Psychology, 7, 199-220.

Boersma, H. & Das, J. P. (2008). Attention, attention rating and cognitive assessment: A review and a study. Developmental Disabilities Bulletin, 36, 1-17.

Georgiou, G., Das, J. P., & Hayward, D. V. (2008). Comparing the contribution of two tests of working memory to reading in relation to phonological awareness and rapid naming speed. Journal of Research in Reading, 31, 302-318.

Enns, R., Reddon, J., Das, J. P., & Boudreau, A. (2008). Measuring executive function in female delinquents using the cognitive assessment system. Journal of Offender Rehabilitation, 47 (1/2), 3-23. 

2007

Das, J. P. (2007). Executive Functions. In S. Subramony & S. B. Raj (Eds.), Psychological Assessment and Personnel Selection (pp.75-90). Delhi: DRDO.

Das J. P. (2007). Life and times of Vygotsky: A daughter remembers. Journal of Cognitive Education and Psychology, 6, 259-265.

Das, J. P., Janzen, T., & Georgiou, G. (2007). Correlates of Canadian native children’s reading performance: From cognitive styles to cognitive processes. Journal of School Psychology, 45, 589-602.

Deng, C., Zuo, Z., Li, Q., & Das, J. P. (2007). Coding and processing difficulties of children with mathematics learning disabilities: A study based on the PASS theory [in Chinese]. Psychological Science (China), 30 (4), 830-833.

Hayward, D., Das, J. P. & Janzen, T. (2007). Innovative programs for improvement in reading through cognitive enhancement: A remediation study of Canadian First Nations children. Journal of Learning Disabilities, 40, 443-457.

Enns, R., Reddon, J., Das, J. P., & Boukos, H. (2007). Measuring executive function deficits in male delinquents using the cognitive assessment system. Journal of Offender Rehabilitation, 44, 43-63.

2006

Das, J. P. (2006). Rules and tools of intelligence: How IQ became obsolete. In Q., Jing, M. R. Rosenzweig, G. d’Yudewalle, H. Zhang, H-C. Che, & K. Zhang (Eds), Progress in psychological science around the world, Vol. 2: Social and applied issues (pp. 71-90). Beijing: Psychology Press.

Das, J. P., Hayward, D., Samantaray, S. & Panda, J. J. (2006). Cognitive enhancement training (COGENT): What is it? How does it work with a group of disadvantaged children? Journal of Cognitive Education and Psychology, 5, 2006, 328-335. 

2005

Naglieri, J. A. & Das, J. P. (2005). Planning, attention, simultaneous, successive (PASS) theory: A revision of the concept of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 120-135). New York: Guilford Press.

Puhan, G., Das, J. P. & Naglieri, J. A. (2005). Separating planning and attention: Evidential and consequential validity. Canadian Journal of School Psychology, 20, 75-84.

2004

Das, J. P. & Janzen, C. (2004). Learning math: Basic concepts, math difficulties, and suggestions for intervention. Developmental Disabilities Bulletin, 32, 191-205.

Baral, B. D. & Das, J. P. (2004). Intelligence: What is indigenous to India and what is shared? In R. J. Sternberg (Ed). International handbook of intelligence (pp. 270-301). New York: Cambridge University Press.

2003

Das, J. P. (2003). A look at intelligence as cognitive neuropsychological processes: Is Luria still relevant? Japanese Journal of Special Education, 40, 631-647.

Das, J. P. (2003). Cognitive aging and Down syndrome: An interpretation. In L. M. Glidden (Ed.), International Review of Research in Mental Retardation (vol. 26;pp.261-306). San Diego: Academic Press.

Das, J. P. (2003). Luria: An inspiring scientist provides a model to live by. Contemporary Psychology: APA Review of Books, 48, 771-773.

Das, J. P. (2003) Theories of intelligence: Issues and applications. In G. Goldstein, S. Beers & M. Hersen (Eds.), Comprehensive Handbook of Psychological Assessment, Vol. 1: Intellectual and neuropsychological assessment (pp. 5-23). Hoboken, NJ: Wiley.

Das, J. P. & Papadopoulos, T. C. (2003). Behavioral inhibition and hyperactivity: A commentary from alternative perspectives. European Journal of Special Needs Education, 18, 183-195.

Papadopoulos, T. C., Das, J. P., Parrila, R. K., & Kirby, J. R. (2003). Children at risk for developing reading difficulties: A remediation study. School Psychology International, 24, 340-361.

2002

Das, J. P. (2002). A better look at intelligence. Current Directions in Psychological Science, 11, 28-33.

Das, J. P. (2002). Attention: Concept, tests and teacher ratings. Psychology and Developing Societies, 14, 241-260.

Churches, M., Skuy, M., & Das, J. P. (2002). Identification and remediation of reading difficulties based on successive processing deficits and delay in general reading. Psychological Reports, 91, 813-824.

Naglieri, J. A. & Das, J. P. (2002). Practical implications of general intelligence and PASS cognitive processes. In R. J. Sternberg & E. L. Grigorenko (Eds.). The general factor of intelligence: How general is it? (pp. 55-84). Mahwah, NJ: Erlbaum.

Papadopoulos, T. C., Das, J. P., Kodero, H. M. N., & Solomon, V. (2002). Assessment of attention in school children: Teachers’ ratings related to tests of attention. European Journal of Special Needs Education, 17, 15-32.

2001

Das, J. P. (2001). Reconceptualizing intelligence: Luria’s contribution. Psychological Studies, 46, 1-6.

Das, J. P. & Naglieri, J. A. (2001). The Das-Naglieri cognitive assessment system in theory and practice. In J. Andrews, D. Saklofsky & H. Janzen (Eds.), Handbook of psychoeducational assessment (pp. 33-63). San Diego: Academic Press.

Papadopoulos, T. C., Parrila, R. K., & Das, J. P. (2001). Methylphenidate and  problem solving in children with ADHD: Does equal outcome mean equal process? Korean Journal of Thinking & Problem Solving, 11, 51-72.

2000

Das, J. P. (2000). Herramientas básicas para el desarrollo cognitivo en el nuevo milenio: Los usos del PASS para entender las dificultades lectoras. [Basic tools for cognitive development in the new millennium: The case for PASS to understand reading difficulties]. Educacion, Desarrollo y Diversidad, 2, 69-82.

Das, J.P. (2000). Mental retardation. In A. Kazdin (Ed.), Encyclopedia of Psychology (vol. 5; pp. 193-197). Washington, DC: APA.

Das, J. P. (2000). PREP: A cognitive remediation programme in theory and practice.  Developmental Disabilities Bulletin, 28, 83-95.

Das, J. P., Deano, M., Garcia-Senoran, M. & Tellado, F. (2000). C.A.S. un instrument para la mejora cognitive de atencion a la diversidad [Improving cognitive processing skills: C.A.S. and instrument for diversity]. Educacion, Desarrollo y Diversidad, 2, 83-107.

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.

Das, J. P. & Thapa, K. (2000). Intelligence and cognitive processes. In J. Pandey (Ed.), Psychology in India revisited (Vol 1: Physiological foundations and human cognition) (pp. 151-207). New Delhi: Sage.

Parrila, R. K., Das, J. P., Kendrick, M. E., Papadopoulos, T. C., & Kirby, J. R. (2000). Efficacy of a cognitive reading remediation program for at-risk children in grade 1. Journal of Cognitive Education and Psychology, 1, 114-139.

Tests and Remedial Programs

Naglieri, J. A., Das, J. P. & Goldstein, S. (2014). Cognitive Assessment System - 2. ProEd.

Das, J. P. (2013). Modules for Mathematics: A Manual for Cognitive Training. Edmonton, AB: J. P. Das Centre on Learning and Developmental Disabilities.

Das, J. P. (2005). COGENT: Cognition Enhancement. Edmonton, AB: J. P. Das Centre on Learning and Developmental Disabilities. http://www.childlearningprogram.com/Translated into Spanish & Catalan by Prof. C. Timoneda, University of Girona, Spain.

Das, J.P. (1999). PASS Reading Enhancement Program (PREP).  Edmonton, AB: J. P. Das Centre on Learning and Developmental Disabilities. http://www.childlearningprogram.com/Translated and adapted in Spanish by Prof. S. Molina & M. Garrido, Zaragoza, Spain; Translated and adapted in Finnish by Finnish Association for Mental Retardation, Helsinki, Finland; Translated and adapted in Japanese (kana) by Prof. Hisao Maekawa, Tsukuba University, Tsukuba, Japan;Translated and adapted in Greek by Dr. Timothy C. Papadopoulos, University of Cyprus, Cyprus

Naglieri, J. A., & Das, J. P. (1997). Das-Naglieri Cognitive Assessment System.Itasca, Illinois: Riverside Publishing Co. Translated and adapted in Dutch, Italian, Greek, Norwegian, Spanish,Japanese, & Korean

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Last Updated: July 31, 2019     |     Site design by Camryn Boechler