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.