This study investigated the development of planning and its relationship with age and other cognitive processes taken from the PASS model. Ninety-nine students in grades two, four, and eleven were administered planning, simultaneous processing, successive processing, and attention tasks. MANOVA with grade level and gender as independent variables revealed that grade level had a significant effect on planning, whereas gender did not. All but one planning variable showed a significant main effect of grade in subsequent ANOVAs. Pair-wise comparisons between grade levels indicated that the developmental trajectories were not uniform in different tasks. Regression analyses indicated that the contribution of the other three cognitive processes to planning varied as a function of the specific planning task. The adequacy of different planning measures and the need for collecting verbal protocols while subjects are engaged in solving the problems are discussed.
The relationship between simultaneous and successive processing and their assumed underlying neuro-anatomical structures was examined. According to the model of Das, Kirby, and Jarman (1975, 1979) simultaneous processing, occurs mainly in the posterior parts of the brain (parieto-occipital areas) and successive processing in anterior regions of the brain (fronto-temporal areas). The theory of lateralized hemispheric specialization suggests differences in processing due to right-left hemispheric differences. A battery of measures was factor-analyzed and simultaneous and successive factors identified in 106 brain-damaged adults and a control group. The brain damaged group was divided into four subgroups, left and right anterior and left and right posterior groups. The two-way ANOVA revealed no interactions (laterality x anterior/posterior), but instead two main effects for laterality on simultaneous verbal (p<.01) and successive (p<.05) processing and one weak (p<. 10) main effect for anterior/posterior divisions of simultaneous nonverbal processing. It was concluded that the results partially supported both assumed neuropsychological models of processing.
Highly successful contemporary women from two countries, Canada and Finland, were surveyed in an attempt to identify the elements in their lives that facilitated or prevented their achievement level. This work is exploratory research into the similarities among factors that promote female achievement. The overall purpose was to expand our understanding of female talent development applicable to contemporary girls and women despite their national origin. In total, 1553 Canadians and 424 Finns, listed in a Who's Who biographical publication of each country were invited to participate. There were 827 respondents from Canada and 280 from Finland who chose to participate in the study. Data were collected by means of a written questionnaire dealing with career development. The two sample sets were then compared by their responses to the demographic questions. The two groups were very similar as to birth order, education, marital status and motherhood. Main results show that in recalling their past, the eminent women reported that their own qualities and personal convictions were the primary reasons for attainment of prominence or fame. Both Finns and Canadians also gave considerable credit to the close members of their families. Spouses and parents were reported as supplying much encouragement and support. Professors/instructors/coaches, school teachers, colleagues and friends were also seen as encouragers. Both groups of women identified the same five factors as being most detrimental to their careers: stereotypical attitudes of others, being female, children, availability of childcare, and parents' socioeconomic status. Findings are discussed in the light of the available research literature, and implications for educating gifted females are proposed.
The cognitive abilities of a group of dysphasic children in a special school in Finland were examined in this study to answer the following questions: Can we categorize their cognitive processing as planning, arousal-attention, simultaneous and successive processing (PASS)? The second question was concerned with detecting subgroups within the dysphasic sample in terms of PASS processes.The subjects were 60 dysphasic children in a special school. Their ages ranged from 7 to 19 years. All subjects were administered tests of planning, arousal-attention as well as simultaneous and successive processing. They were also administered the Wechsler test of intelligence for children and adults according to their ages, two sub-scales of Wechsler memory scale, as well as three ad hoc tests, cancellation task, KS persons and Rey Osterrieth copy task. The results of the factor analysis generally confirmed the emergence of the four PASS factors.As a results of cluster analysis, two subtypes of dysphasics emerged categorized as clearly high and low in the successive factor as well as relatively high and low on the simultaneous factor scores. The lowsimultaneous/low-successive group was significantlylower in WISC verbal 10, the Wechsler memory scale for logical memory, and the ad hoc test o.f KS persons. The results were discussed in terms of the importance of understanding the language problems typically associated with the two subtypes as well as the remedial program which will take into account their cognitive differences in spite of the fact that both groups had significant language impairment.
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