Planning, Attention, Simultaneous, And Successive Research Articles

The Profiling of PASS Cognitive Processing among Children with Learning Difficulties

his study is aimed to explore the profiles of PASS cognitive processes for children with learning difficulties in among primary schools children. The four cognitive processes which are Planning, Attention, Simultaneous and Successive (PASS) operate mental processing in most of the academic tasks. This study had included 279 children with LD among those who follow Literacy and Numeracy Screening System (LINUS) programme in schools. There were 12 schools from 4 clusters of peninsular Malaysia which are Northern, Southern, Central and East Coast of Malaysia selected in this study. The participants were identified through LINUS achievement and recommendation of remedial class teachers according to the criteria of learning difficulties. The identified children were administered with CAS-2 as the instrument to measure general cognitive ability with specific PASS cognitive processes. The individual administered test was conducted on one on one basis by eight research assistants. The findings of the study showed 22.6% of the children who were categorised in LD group had average and above average cognitive ability level. Children with LD showed poor processing in all aspects of cognitive processes especially simultaneous processing. The policymakers, school administrators and teachers need to take individual differences into consideration while designing the curriculum especially for children with LD. Through identification of general cognitive ability level and specific cognitive processing of cognitive ability components would be able to help the children more objectively and meaningfully

PASS theory of intelligence and academic achievement: A meta-analytic review

Although Planning, Attention, Simultaneous and Successive (PASS) processing theory of intelligence has been argued to offer an alternative look at intelligence and PASS processes – operationalized with the Cognitive Assessment System – have been used in several studies, it remains unclear how well the PASS processes relate to academic achievement. Thus, this study aimed to determine their association by conducting a meta-analysis. A random-effects model analysis of data from 62 studies with 93 independent samples revealed a moderate-to-strong relation between PASS processes and reading, r = 0.409, 95% CI = [0.363, 0.454]), and mathematics, r = 0.461, CI = [0.405, 0.517]. Moderator analyses further showed that (1) PASS processes were more strongly related with reading and math in English than in other languages, (2) Simultaneous processing was more strongly related to math accuracy and problem solving than math fluency, (3) Simultaneous processing was more strongly related to problem solving than Attention, and (4) Planning was more strongly related to math fluency than Simultaneous processing. Age, grade level, and sample characteristics did not influence the size of the correlations. Taken together, these findings suggest that PASS cognitive processes are significant correlates of academic achievement, but their relation may be affected by the language in which the study is conducted and the type of mathematics outcome. They further support the use of intervention programs that stem from PASS theory for the enhancement of reading and mathematics skills.

The Structure of Speed of Processing Across Cultures.

We examined whether a general processing factor emerges when using response times for cognitive processing tasks and whether such a factor is valid across three different cultural groups (Chinese, Canadian, and Greek). Three hundred twenty university students from Canada (n = 115), China (n = 110), and Cyprus (n = 95) were assessed on an adaptation of the Das-Naglieri Cognitive Assessment System (D-N CAS; Naglieri & Das, 1997). Three alternative models were contrasted: a distinct abilities processing speed model (Model 1) that is dictated by the latent four cognitive factors of planning, attention, simultaneous and successive (PASS) processing, a unitary ability processing speed model (Model 2) that is dictated by the response time nature of all measures, and a bifactor model (Model 3) which included the latent scores of Models 1 and 2 and served as the full model. Results of structural equation modeling showed that (a) the model representing processing speed as a collection of four cognitive processes rather than a unitary processing speed factor was the most parsimonious, and (b) the loadings of the obtained factors were invariant across the three cultural groups. These findings enhance our understanding of the nature of speed of processing across diverse cultures and suggest that even when cognitive processes (i.e., PASS) are operationalized with response time measures, the processing component dominates speed.

Decision-Making in Adolescents According to Reaction Time, HEG and PASS

Background: The Planning, Attention, Simultaneous and Successive (PASS) theory of intelligence allows us cognitive assessment. Hemoencephalography (HEG) allows us to assess cortical prefrontal activity. Reaction time (RT) allows us to assess decision-making. We aim to find teenager profile according to the PASS, HEG, and RT. Methods and findings: 59 secondary education adolescent students (30 females and 29 males, 14-16- year-old, mean=15.29, SD=0.67) were tested by two RT + HEG experiments. Stimuli of experiment 1 were cognitive and emotional dilemmas as displayed sentences or images. Stimuli of experiment 2 were shocking, unpleasant, and pleasant pictures with music or without music. PASS assessment was performed. We used oneway ANOVA (F-test) and correlation analysis. Longer reaction time was found in emotional dilemmas than cognitive items (p=0.000). The HEG activity deviation from baseline was not consistent in both cognitive and emotional processing and the statistically significant value showed remarkable variability. HEG-activity differences at statistically significant level between cognitive and emotional processing were not found, indicating that both cognitive and emotional tasks scored close together. All this means atypical pattern related to adult pattern. Poorer planning, attention, and successive was associated with poorer academic performance (p=0.00). Conclusion: A longer RT in emotional decision-making along with a simultaneously atypical HEG activity and all this associated with the relationship between poorer planning and poorer academic performance makes it reasonable that an imbalance between cognition and emotion in adolescence (relative to adulthood) contributes to adolescent personality. This imbalance is hypothesized to result in distinct patterns of activity shown in fMRI, and – we hypothesize – HEG in adolescence. Further HEG studies are needed.

Cognitive and Reading Profiles of Two Samples of Canadian First Nations Children

Two Canadian First Nations samples of Grades 3 and 4 children were assessed for cognitive processing, word reading, and phonological awareness skills. Both groups were from Plains Cree rural reservations in different provinces. The two groups showed significant differences on several key cognitive variables although there were more similarities than differences. Groups, separately and combined, showed a significant relationship between decoding, phonological awareness variables, word decoding, and successive processing that has also been observed among children from the mainstream culture. In general, the cognitive processing, reading, and reading subskills of First Nations children are, on average, below the norms for these measures. The findings are discussed in terms of reading disability identification practices from a Discrepancy Model and the Consistency–Discrepancy Model using PASS (Planning, Attention, Simultaneous, and Successive) theory among First Nations children.

PASS theory of intelligence in Greek: A review

Summary. This article reviews the research focusing on the application of the PASS (Planning, Attention, Simultaneous, and Successive) neurocognitive theory of intelligence (Das, Naglieri, & Kirby, 1994) in Greek. Studies that have used the Greek version of the Cognitive Assessment System (CAS; Naglieri & Das, 1997) and PREP (PASS Reading Enhancement Program) are reviewed. It is concluded that when the research is taken as a whole, with regard to the content, quality, and results of the pertinent correlational and intervention studies, the applications of PASS theory yield similar results to those deriving from other populations who differ in cultural and linguistic characteristics. Implications for future research are discussed.

Multigroup confirmatory factor analysis of U.S. and Italian children's performance on the PASS theory of intelligence as measured by the Cognitive Assessment System.

This study examined Italian and U.S. children's performance on the English and Italian versions, respectively, of the Cognitive Assessment System (CAS; Naglieri & Conway, 2009; Naglieri & Das, 1997), a test based on a neurocognitive theory of intelligence entitled PASS (Planning, Attention, Simultaneous, and Successive; Naglieri & Das, 1997; Naglieri & Otero, 2011). CAS subtest, PASS scales, and Full Scale scores for Italian (N=809) and U.S. (N=1,174) samples, matched by age and gender, were examined. Multigroup confirmatory factor analysis results supported the configural invariance of the CAS factor structure between Italians and Americans for the 5- to 7-year-old (root-mean-square error of approximation [RMSEA]=.038; 90% confidence interval [CI]=.033, .043; comparative fit index [CFI]=.96) and 8- to 18-year-old (RMSEA=.036; 90% CI=.028, .043; CFI=.97) age groups. The Full Scale standard scores (using the U.S. norms) for the Italian (100.9) and U.S. (100.5) samples were nearly identical. The scores between the samples for the PASS scales were very similar, except for the Attention Scale (d=0.26), where the Italian sample's mean score was slightly higher. Negligible mean differences were found for 9 of the 13 subtest scores, 3 showed small d-ratios (2 in favor of the Italian sample), and 1 was large (in favor of the U.S. sample), but some differences in subtest variances were found. These findings suggest that the PASS theory, as measured by CAS, yields similar mean scores and showed factorial invariance for these samples of Italian and American children, who differ on cultural and linguistic characteristics.

Reading comprehension in university students: relevance of PASS theory of intelligence

We examined how Planning, Attention, Simultaneous and Successive (PASS) processes predict reading comprehension in a sample of university students (Study 1) and what PASS processes distinguish adults with and without reading difficulties (Study 2). In Study 1, 128 university students were tested on Das‐Naglieri Cognitive Assessment System, reading fluency and reading comprehension. The results of path analysis indicated that successive processing predicted reading comprehension only through the effects of text‐ and word‐reading fluency, whereas simultaneous processing predicted reading comprehension both directly and through the effects of text‐reading fluency. In Study 2, university students with (n = 20) and without (n = 23) reading difficulties were assessed on the same measures as in Study 1. The results of group comparisons indicated that the university students with reading difficulties were experiencing cognitive weaknesses primarily in successive processing. The implications of these findings for PASS theory and comprehension are discussed.

Differences in achievement not in intelligence in the north and south of Italy: Comments on Lynn (2010a, 2010b)

Lynn (2010a, 2010b) argued that individuals from south Italy have a lower IQ than individuals from north Italy, and that these differences in IQ are at the basis of north–south gap in income, education, infant mortality, stature, and literacy. In the present paper, we discuss several theoretical and methodological aspects which we regard as flaws of Lynn's studies. Moreover, we report scores of southern Italian children on Raven's Progressive Matrices and a north–south comparison for the PASS theory of intelligence as measured by the Cognitive Assessment System (Taddei & Naglieri, 2006). Both results reveal similar levels of performance of northern and southern Italian children in fluid intelligence and PASS (Planning, Attention, Simultaneous, and Successive) cognitive abilities.

Examining the effects of PASS cognitive processes on Chinese reading accuracy and fluency

The purpose of this study was to examine the contribution of PASS (Planning, Attention, Simultaneous, and Successive) processes to Chinese reading accuracy and fluency. One-hundred-forty Grade 3 to 5 Mandarin-speaking children were assessed on measures of PASS processes, phonological awareness, and orthographic knowledge. A year later they were assessed on reading accuracy and fluency. The results indicated that successive processing predicted reading through the effects of phonological awareness and simultaneous processing predicted reading through the effects of orthographic knowledge. The results were similar for reading accuracy and fluency. Implications for the PASS theory are discussed.

The PASS cognitive functions of children with reading difficulties: a Malaysian study

The origin of developmental delay and the gap between achievement and intellectual ability is clearer to be seen by the age of 9 as young primary student. This study examined cognitive processing of children with reading disabilities based of Luria's three functional units of brain which are Planning, Attention, Simultaneous and Successive (PASS). Cognitive Assessment System (CAS) is capable of measuring the PASS cognitive processing, while Wide Range Achievement Test 4 (WART-4) was used to determine reading processes. CAS and WRAT were administered individually to 50 ESL poor readers in standard 3 at Sekolah Kebangsaan Bandar Tun Hussein Onn (SKBTHO). Profiles of the CAS and WRAT-4 were obtained, while the specific weakness of cognitive processing and reading processes were detected from the children with ESL reading difficulties. There were distinct PASS cognitive profiles among the poor readers of ESL children and gender was not the determinant. The PASS scale standard scores showed 41% (n=20) is at average level, 30% (n=16) is at low average level, 26% (n=13) is at below average level and only 2% (n=1) is at well below average level. There was no significant different between girls and boys in term of cognitive processing. However, girl subjects scored higher on Planning and Attention processing while boy subjects scored higher on Simultaneous and Successive processing. Overall, the poor ESL readers were significantly low for Simultaneous processing. Result of WRAT-4 indicated the subjects have low scores on comprehension (M = 66.64; SD = 5.12) and spelling (M = 68.00; SD = 12.07). Analysis correlation was used to indicate the relationship of cognitive processes and reading processes. There was significant relationship between PASS cognitive processing and reading composite (r = .382, p < .01) especially on word reading (r = .447, p < .01). The specific cognitive processes of planning and successive had significant relationship with word reading (r = .351, p < .05; r = .286, p < .05) respectively. While attention processing was significantly negative correlated with comprehension (r = -.296, p < .01). The simultaneous processing was significantly correlated with reading composite (r = .321, p < .05). No significant correlation between the spelling and the PASS cognitive processing was found. However, planning process was significantly correlated with the attention and successive processes (r = .516, p < .01; r = .338, p < .05) among the subjects. Reasons for this finding are suggested in the discussion and intervention was proposed that might help abilities of particular cognitive processing in enhancing reading processes.

PASS cognitive processes, phonological processes, and basic reading performance for a sample of referred primary‐grade children

The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance.

COGNITIVE PROCESSES AND IQ IN READING DISABILITY

Four groups of children were compared with respect to their performance on a number of cognitive process measures, selected on the basis of the PASS (Planning, Attention, Simultaneous, and Successive) cognitive processing model. The groups included two groups of children with reading disabilities, one of average nonverbal IQ and one of above-average nonverbal IQ who were compared to a chronological age control group and a reading age control group. Results confirmed the hypotheses that (a) the average-IQ children with reading disabilities differed from their chronological age controls mainly in the area of successive processing, and (b) the average-IQ children with reading disabilities did not differ consistently from their reading age controls on variables theoretically related to reading disability (successive processing and attention). The status of the third hypothesis, (c) that the high-IQ children with reading disabilities would not differ consistently from the average-IQ children with reading disabilities on variables theoretically related to reading disability (successive processing and attention), was less clear. These results point to the critical role of successive processing in reading achievement and to the need for remediation to address successive processing.

PASS: An Alternative Approach to Intelligence

As a by-product of the cognitive revolution, a coherent theory of cognitive processing has challenged traditional methods of studying and measuring intelligence. The PASS (Planning, Attention, Simultaneous and Successive cognitive processing) theory of intelligence identifies three operational units that are important to understand mental functioning: attention, simultaneous and successive processing, and planning. The PASS theory of intelligence is based on the neuropsychological work of A.R.Luria. The PASS model is an alternative approach to measuring and studying intelligence. A remediation programme based on the PASS model is presented and its utility in improving the specific cognitive processes that underlie academic skills is discussed.