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Structure of cognitive abilities: Evidence for simultaneous and successive processing.
5 references·11 citing·38 second hop
Structure of cognitive abilities: Evidence for simultaneous and successive processing. (1973)Structure of cognitive abilities: Evidenc…Intelligence and Cultural Environment. (1970)Intelligence and Cultural Env…Scoring the Stroop test (1965)Scoring the Stroop testAuditory-visual integration in normal and retarded readers. (1964)Auditory-visual integration i…MANUAL FOR KIT OF REFERENCE TESTS FOR COGNITIVE FACTORS (REVISED 1963) (1963)MANUAL FOR KIT OF REFERENCE T…MEMORY-FOR-DESIGNS TEST: REVISED GENERAL MANUAL (1960)MEMORY-FOR-DESIGNS TEST: REVI…Book Review: Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation (2006)Book Review: Specific Learnin…COGNITIVE PROCESSES AND IQ IN READING DISABILITY (1996)COGNITIVE PROCESSES AND IQ IN…Confirmatory factor analysis of planning, attention, simultaneous, and successive cognitive processing tasks (1991)Confirmatory factor analysis …A cognitive Processing Theory for the Measurement of Intelligence (1989)A cognitive Processing Theory…Simultaneous-Successive Processing and Planning (1988)Simultaneous-Successive Proce…Planning-arousal-simultaneous-successive (PASS): A model for assessment (1988)Planning-arousal-simultaneous…Construct and Criterion-Related Validity of Planning, Simultaneous, and Successive Cognitive Processing Tasks (1987)Construct and Criterion-Relat…Eleven-Month Predictive Validity of the Kaufman Assessment Battery for Children (1984)Eleven-Month Predictive Valid…Level I and level II: A review (1981)Level I and level II: A reviewWISC-R Research: Implications for Interpretation (1979)WISC-R Research: Implications…Dyslexia, an Imbalance in Cerebral Information-Processing Strategies (1978)Dyslexia, an Imbalance in Cer…The factorial structure of the WISC at ages 7-6, 10-6, and 13-6. (1959)Assessment of Children's Intelligence (1975)Factor analysis of the WISC-R at 11 age levels between 61/2 and 161/2 years. (1975)The Eligibility Process: Identifying Students with Learning Disabilities in California's Community Colleges (1990)The relation of the Trail Making Test to organic brain damage. (1955)Essentials of Psychological Testing (1960)Kaufman Assessment Battery for Children (1983)Modern Factor Analysis (1968)Planning, Attention, Simultaneous, Successive (PASS) Theory: A Revision of the Concept of Intelligence. (2005)Bias in Mental Testing (1980)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. (1988)The Absence of Structural Fidelity Precludes Construct Validity: Rejoinder to Naglieri on What the Cognitive Assessment System Does And Does Not Measure (1999)Manual for the Wechsler intelligence scale for children (1974)Intelligent testing with the WISC-R (1979)Planning ability and cognitive performance: The compensatory effects of a dynamic assessment approach (1990)Cognitive Patterns of Children with Dyslexia (1994)Antecedent probability and the efficiency of psychometric signs, patterns, or cutting scores. (1955)Extension of Multiple Range Tests to Group Means with Unequal Numbers of Replications (1956)VALIDITY OF THE TRAIL MAKING TEST AS AN INDICATOR OF ORGANIC BRAIN DAMAGE (1958)Clinical memory testing: A review. (1977)Neuropsychological test results associated with psychiatric disorders in adults. (1978)Normative data stratified by age and sex for 12 neuropsychological tests (1986)Reading, Writing and Speech Problems in Children. (1937)How to increase reading ability (1940)The culturally deprived child (1962)Human information processing and sensory modality: Cross-modal functions, information complexity, memory, and deficit. (1974)Simultaneous and successive synthesis: An alternative model for cognitive abilities. (1975)The construct of the multisensory temporal binding window and its dysregulation in developmental disabilities (2014)The Average Expectable Environment Is Not Good Enough: A Response to Scarr (1993)Schooling, intelligence, and income. (1997)Motivation, Emotion, and Cognition (2004)Organization of abilities and the development of intelligence. (1968)A unifying model for the structure of intellectual abilities (1984)Working-memory capacity explains reasoning ability—and a little bit more (2002)Transcendental Meditation, mindfulness, and longevity: An experimental study with the elderly. (1989)Inhibitory processes: A negleted dimension of intelligence (1991)Is human information processing conscious? (1991)
this work references cited by second hop

References

  • 1963MANUAL FOR KIT OF REFERENCE TESTS FOR COGNITIVE FACTORS (REVISED 1963)897 cited
  • 1970Intelligence and Cultural Environment.403 cited
  • 1964Auditory-visual integration in normal and retarded readers.385 cited
  • 1960MEMORY-FOR-DESIGNS TEST: REVISED GENERAL MANUAL361 cited
  • 1965Scoring the Stroop test270 cited

Cited by

  • 1988Planning-arousal-simultaneous-successive (PASS): A model for assessment104 cited
  • 1987Construct and Criterion-Related Validity of Planning, Simultaneous, and Successive Cognitive Processing Tasks74 cited
  • 1979WISC-R Research: Implications for Interpretation63 cited
  • 1991Confirmatory factor analysis of planning, attention, simultaneous, and successive cognitive processing tasks50 cited
  • 1989A cognitive Processing Theory for the Measurement of Intelligence49 cited
  • 1981Level I and level II: A review47 cited
  • 1988Simultaneous-Successive Processing and Planning42 cited
  • 1978Dyslexia, an Imbalance in Cerebral Information-Processing Strategies37 cited
  • 1996COGNITIVE PROCESSES AND IQ IN READING DISABILITY36 cited
  • 1984Eleven-Month Predictive Validity of the Kaufman Assessment Battery for Children

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8 cited
  • 2006Book Review: Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation1 cited