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Simultaneous-Successive Processing and Planning
16 references·1 citing·40 second hop
Simultaneous-Successive Processing and Planning (1988)Simultaneous-Successive Processing and Pl…Cognitive strategies and educational performance (1984)Cognitive strategies and educ…Planning as a Factor in the Assessment of Cognitive Processes (1983)Planning as a Factor in the A…Theory and Research in Learning Disabilities (1982)Theory and Research in Learni…Simultaneous and Successive Cognitive Processes (1981)Simultaneous and Successive C…Cognition, development, and instruction (1980)Cognition, development, and i…Reading achievement, IQ, and simultaneous-successive processing. (1977)Reading achievement, IQ, and …Cognitive Processing and Reading Difficulties: A Framework for Research. (1977)Cognitive Processing and Read…Cognitive Strategies in Native Children: Analysis and Intervention. (1976)Cognitive Strategies in Nativ…Simultaneous and successive synthesis: An alternative model for cognitive abilities. (1975)Simultaneous and successive s…Representation and Understanding: Studies in Cognitive Science (1975)Representation and Understand…Structure of cognitive abilities: Evidence for simultaneous and successive processing. (1973)Structure of cognitive abilit…Individual Differences in Cognition (1973)Individual Differences in Cog…Patterns of cognitive ability in nonretarded and retarded children. (1972)Patterns of cognitive ability…Syntactic Maturity in Schoolchildren and Adults (1970)Syntactic Maturity in Schoolc…Plans and the structure of behavior. (1960)Plans and the structure of be…Aspects of Planning (1934)Aspects of PlanningAn Exploration of Language Learning Strategies and Learner Variables of Sri Lankan Learners of English as a Second Language with Special Reference to Their Personality Types (2004)An Exploration of Language Le…Essentials of Psychological Testing (1960)The grammar of English nominalizations (1960)ASPECTS OF THE THEORY OF SYNTAX (1964)Transfer in Bilingual Development: The Linguistic Interdependence Hypothesis Revisited (1994)Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production (1995)Processing of Idioms by L2 Learners of English (1999)The information available in brief visual presentations. (1960)The cognitive movement in instruction∗ (1978)Charts, Graphs, and Diagrams in Educational Materials (1987)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Learning Styles of American Indian/Alaska Native Students: A Review of the Literature and Implications for Practice. (2002)Imagery and Verbal Processes (2013)MANUAL FOR KIT OF REFERENCE TESTS FOR COGNITIVE FACTORS (REVISED 1963) (1963)Auditory-visual integration in normal and retarded readers. (1964)Intelligence and Cultural Environment. (1970)WISC-R Research: Implications for Interpretation (1979)Construct and Criterion-Related Validity of Planning, Simultaneous, and Successive Cognitive Processing Tasks (1987)Planning-arousal-simultaneous-successive (PASS): A model for assessment (1988)The two disciplines of scientific psychology. (1957)How Much Can We Boost IQ and Scholastic Achievement (1969)Beyond the two disciplines of scientific psychology. (1975)The relationship between digit span and cognitive processing across ability groups (1986)Interactive Effects of Prior Knowledge and Material Format on Cooperative Teaching (2000)Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. (1979)The Elaboration Likelihood Model of Persuasion (1986)Event structure in perception and conception. (2001)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)From Intentions to Actions: A Theory of Planned Behavior (1985)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Teachers' schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction (1987)Why Teach Thinking?‐An Essay (1993)Exploring individual differences as determining factors in student academic achievement in higher education (2011)Intelligence and ‘Inspection Time’ (1982)Handbook of Intelligence: Theories, Measurements, and Applications (1985)Motivational components of underachievement. (1991)Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. (1993)Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs (2004)Repeated Reading and Reading Fluency in Learning Disabled Children (1985)Maternal intrusiveness in infancy and child maladaptation in early school years (1993)Motor imagery: Perception or action? (1995)
this work references cited by second hop

References

  • 1960Plans and the structure of behavior.4,630 cited
  • 1975Representation and Understanding: Studies in Cognitive Science1,181 cited
  • 1970Syntactic Maturity in Schoolchildren and Adults628 cited
  • 1975Simultaneous and successive synthesis: An alternative model for cognitive abilities.336 cited
  • 1981Simultaneous and Successive Cognitive Processes300 cited
  • 1984Cognitive strategies and educational performance264 cited
  • 1973Individual Differences in Cognition214 cited
  • 1982Theory and Research in Learning Disabilities111 cited
  • 1973Structure of cognitive abilities: Evidence for simultaneous and successive processing.105 cited
  • 1977Reading achievement, IQ, and simultaneous-successive processing.92 cited
  • 1972Patterns of cognitive ability in nonretarded and retarded children.82 cited
  • 1980Cognition, development, and instruction78 cited
  • 1983Planning as a Factor in the Assessment of Cognitive Processes55 cited
  • 1976Cognitive Strategies in Native Children: Analysis and Intervention.54 cited
  • 1934Aspects of Planning45 cited
  • 1977Cognitive Processing and Reading Difficulties: A Framework for Research.

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45 cited

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  • 2004An Exploration of Language Learning Strategies and Learner Variables of Sri Lankan Learners of English as a Second Language with Special Reference to Their Personality Types29 cited