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Cognition, Intelligence, and Achievement is motivated by the work
of the renowned Professor J. P. Das on the PASS (Planning,
Attention, Simultaneous and Successive Processing) theory of
intelligence and CAS measures (Cognitive Assessment System) of
cognitive processes. This book reviews current research using this
and other frameworks in understanding the relationships among
cognition, intelligence, and achievement. The assessment and
diagnosis of learning disabilities, mental retardation, and ADHD
are addressed, and the interrelationships among cognition, culture,
neuropsychology, academic achievement, instruction, and remediation
are examined. No other book has presented such an integrated view
across these domains, from such a diverse array of internationally
known and respected experts from psychology, education, and
neuroscience.
Scholars each have their own rationale as to the 'site' of this
momentous battle. Their thirst for recognition has created diverse
arguments, some flooding the media, others proposing to the point
of acrimony that they have this 'site'. The 'conundrum' is whether
any identification of the 'site' is correct for all, apart from the
circumspect, have taken assorted place-names similar to Brunanburh
as their starting point. The author chose to disregard the
place-name approach and look at the topographic references in the
manuscript. The first references were maritime then latterly
landscape leading to field-names which have a more stable base than
the constantly changing place-names. He found inconsistences in
various positions held by some scholars to that of historical
record about Brunanburh. One major stumbling block was the phrase
"on dingesmere" which has created controversy, some scholars
totally dismissing it but the 'sea of noise' appears to have some
scientific foundation. Obviously it had some special significance
to the Anglo-Saxon's and their Christian allies and may well have
been a kenning. Importantly, 'who were these allies?' The challenge
for the author was to unearth the correct locale of these historic
events. As an archaeologist he decided to interpret the topographic
phrases in the manuscript evidence as material culture. The results
were surprising.
Regarded as the secondary source advocated by some scholars for
this battle around Brunanburh in AD 937, Egil's Saga
Skalla-Grimssonar (collated c. AD 1242-3) becomes problematical
when compared with literary, historic and archaeological evidence.
Thus, this argument places the saga in a rather awkward position.
In addressing the general veracity of this saga, allegedly
'written' by Snorri Sturluson in 1240/1 we must draw a comparison
to distinguish reality from fiction. For this article highlights
not only the questionable traditions of Egil fighting at Brunanburh
but whether Snorri's interpretation was motivated by self-interest.
More importantly, could other people have gathered together
Snorri's notes and produced Egil's Saga? Doubts arise as to its
authenticity as many scholars have previously expressed the
differing literary anomalies within the narrative. Was the saga
written by more than one person? Was it embellished by Snorri or
others? Where did the Brunanburh traditions come from? Is it
accurate enough to be used as a historic source - a factual
reference? The author suggests this approach may identify the
incongruities within this saga demonstrating a correct analysis.
High quality learning is extensive, well integrated, deep, and
supports the use of knowledge in new situations that require
adaptation of what has been learned previously. This book reviews
current research on the nature of high quality learning and the
factors that facilitate or inhibit it. The book addresses
relationships between quality of learning and learners'
dispositions, teaching methods, cognitive strategies, assessment,
and technologies that can support learning. The chapters provide
theoretical analyses, reports of classroom research, and
suggestions for practical application for both teachers and
learners. The book will be of value to teachers at all levels of
education and provides guidance for students about how to approach
classroom tasks in order to develop high quality learning.
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