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试论PASS理论在学习困难研究中的应用 被引量:7

Application of PASS Theory in the Studies of Learning Disabilities
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摘要 本文首先对PASS理论进行了简要介绍 ,在此基础上 ,就PASS理论在学习困难研究中的应用和研究现状展开了论述 ,其中应用部分重点介绍了DN—CAS认知评估系统。最后 ,对PASS理论在我国学习困难研究中的应用进行了展望。 After the introduction of the PASS theory, this article further elaborates its application and research studies on learning disabilities, particularly the cognitive assessment system of DN-CAS. The paper finally concludes the feasibility of PASS theory in the studies of learning disabilities in China.
作者 蔡红霞
出处 《中国特殊教育》 CSSCI 北大核心 2003年第6期62-66,共5页 Chinese Journal of Special Education
基金 教育部人文社会科学研究"十五"立项课题<学习困难儿童学习策略的理论与训练研究>的一部分 上海市重点学科<特殊教育学>的资助
关键词 PASS理论 学习困难 认知评估系统 DN—CAS 补偿计划 儿童 特殊教育 PASS theory learning disabilities application
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参考文献12

  • 1俞晓琳.速度测量能否预测PASS模型所指的智力?[J].心理科学,1998,21(5):462-462. 被引量:1
  • 2JP戴斯 等.《认知过程的评估——智力的PASS理论》[M].华东师范大学出版社,1999..
  • 3刘金平.智力的PASS理论述评[J].河南大学学报(社会科学版),2002,42(5):77-79. 被引量:3
  • 4Churches, Melinda, et al. Identification and Remediation of Reading Difficulties Based on Successive Processing Deficits and Delay in General Reading. Psychological Reports,2002, 91 (3) :813 -825.
  • 5Naglieri, Jack A. Can Profile Analysis of Ability Test Scores Work? An Illustration Using the PASS Theory and CAS with an Unselected Cohort. School Psychology Quarterly, 2000, 15 (4):419-452.
  • 6Naglieri, Jack A. How Valid Is the PASS Theory and CAS?. School Psychology Review, 1999, 28(1) :145 -161.
  • 7Keith, Timothy Z. , et al. What does the cognitive assessment system (CAS) measure?Joint confirmatory factor analysis of the CAS and Woodcock -Johnson Tests of Cognitive Ability (3rd Edition). School Psychology Review, 2001, 30( 1 ) :89 - 120.
  • 8Kranzler, John H , Keith, Timothy Z. Independent confirmatory factor analysis of the Cognitive Assessment System (CAS) : What does the CAS measure?. School Psychology Review, 1999, 28(1) :117 -145.
  • 9Keith, Timothy Z., et al. The absence of structural fidelity precludes construct validity:Rejoinder to Naglieri on what the cognitive assessment system does and does not measure.School Psychology Review, 1999, 28 (2) :303 - 322.
  • 10Chow, Diana, et al. Simultaneous and Successive Cognitive Processing in Children with Nonverbal Learning Disabilities. School Psychology International, 1999, 20 (2) : 219 -240.

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