Abstract
This paper presents evidence for the construct and criterion-related validity of the Planning - Simultaneous - Successive model of information-integration presented by Das, Kirby, and Jarman (1975) and provides support for tasks designed to operationalize the model. A sample of 434 students in grades 2, 6, and 10 were administered cognitive processing and achievement tests. Significant developmental changes in scores across the three grades and significant correlations with achievement in reading and math provided support for the validity of these cognitive processing tasks. Simultaneous and planning appeared to be more related to math than successive processes at the younger ages, and reading correlated with coding at the lower ages and both coding and planning at tenth grade. Planning and coding correlated significantly with achievement (rs = .23, .45, .56 and .37, .33, .52 for grades 2, 6, and 10 for planning and coding, respectively). Planning was related increasingly to the total MAST, as well as separate reading and math scores, with age. Implications for the assessment of intellectual functioning are presented.
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