This paper reviews recent research on simultaneous-successive processing and planning and traces the development of an integrated model of cognition stemming from Soviet neuropsychology and evolving from a succession of factor analytic studies beginning in the early 1970's. The evolution of the model parallels a contemporary shift in cognitive psychology toward the study of processes and strategic behaviour vis-à-vis the more traditional abilities approach with its emphasis on power or quantitative aspects of learning. Some theoretical and practical implications as they pertain to the educative process are discussed in the light of the model.
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