ABSTRACT
Behavior is regarded as an objective manifestation of what an individual may be thinking, feeling, or preparing himself or herself to do. In particular, a combination of these three aspects of mental life is reflected in school learning. Teachers and academic therapists may often emphasize the cognitive component to the detriment of the affective and the conative. Therefore, the teacher or psychologist who administers this test should anticipate the signs of deficits in simultaneous processing while observing white Canadian children. For instance, the global training group at mid-test improved in simultaneous and successive processing, which was a case of far transfer because none of the training tasks were similar in content or method to the cognitive test. Assessment of a child's cognitive functioning is recommended as long as such assessment reveals the processes used by a child in solving a task, and assessment should lead to remediation of the cognitive deficit revealed in the assessment.
