Book Review: J. P. Das and S. B. Misra,Cognitive Planning and Executive Functions: Applications in Management and Education

Much has been learned in the 19 years since Das, Kar and Parilla published Cognitive Planning: The Psychological Basis of Intelligent Behaviour. The current book is offered as a sequel to the earlier book, extending consideration of the roles of logic, emotion, culture, social context and physiology in planning and other higher levels of cognitive functioning.

The book is written with three broad disciplines in mind: Cognitive Psychology, Education and Management, and it is organised so that readers may select chapters according to their interests. Following an introduction to the concepts of planning, problem solving and executive functioning, Das and Misra draw on advances in cognitive neuroscience to elucidate genetic and neurological underpinnings of higher level cognitive processing. Several chapters are devoted to a discussion of applications of cognitive planning and assessment. A final section offers recommendations for development and training of planning and decision making.

Many findings from recent research literature are interpreted in the context of the Planning, Attention and Simultaneous and Successive (PASS) processes, a broad model of higher cognitive functioning developed by Das and colleagues. A special feature of this model is consideration and integration of the physical, psychological and cultural context in cognitive functioning. Recent evidence is reviewed for neural correlates of various functions represented in the model.

Scales are provided for the measurement of selected aspects of planning and executive functioning, with instructions, test materials, recording forms and answers. Some scales are designed for children, while others are for managers and other adults. For example, multiple versions of a Number Stroop Test are presented, offered as a variation of the Strop test of processing speed, selective attention and inhibition. In one version, participants are asked to identify each of a series of digits as being ‘big’ or ‘small’ in comparison to the number 5. The font of each digit can be large or small. In a neutral condition, all digits are printed in the same font. In a congruent condition, big numbers are printed in a larger font compared to small numbers, while in the incongruent condition, big numbers are printed in a smaller font and small numbers are printed in a larger font. Some examples produced in the book do not show the variations in font size, though the reader can deduce what was intended. Norms are not provided for the tests.

Guidance is offered for managers and senior executives in their need to balance rational reasoning based on logical analysis of data with affective impulses, which are elicited in ambiguous situations. This distinction is compatible with dual process models that have been proposed by other researchers, variously represented as System 1 versus System 2, emotional versus rational, or fast versus slow thinking. An important theme carried throughout the book is attention given to the role of human emotions and fallibilities in concert with context, especially social interactions. Planning is seen as having important links to both biological and cultural resources.

Writing, as opposed to oral discourse, is shown to be a process that is heavily dependent on planning. Mishra and Das (1997) demonstrated that better writers among Grade 8 students scored higher on a battery of tests, including three tests of cognitive planning. A structural equation model is proposed to account for the empirical relationships that are observed between various aspects of planning and written narrative.

Several studies are reported where verbalisation is demonstrated to improve performance of poor planners, with less benefit for students who are already good planners. These studies suggest that verbalisation helps with the formulation of plans by channeling cognitive activity towards relevant and effective pathways. The beneficial effect of verbalisation was also demonstrated for children solving arithmetic problems.

Two intervention programmes are described along with experimental evidence that supports the effectiveness of these programmes. The essential features of the programmes, derived from the PASS model, are highly interactive approaches that facilitate verbalisation and reflective discussion. Special attention is given to learning mathematics. Several models of mathematical competence are reviewed and links to the PASS model are explored. Planning, along with simultaneous processing are suggested to be the major processes needed for learning mathematics.

Research in recent decades has shown how effective cognitive functioning requires two types of processing that not only compete but also interact and work together: quick emotional responses and slower rational thinking. In harmony with this framework, Das and Misra demonstrate the value of integrating Western traditions of rational analyses with contemplative Eastern approaches to further the understanding of higher levels of cognitive functioning.