Successive Cognitive Processes Research Articles

Creating zoning plans with pass theory approach, example of 1/5000 zoning plan

Zoning plans express the process of arrangement and taxonomy in areas where people live together as a community. They occur in a region on a different scale from general to specific. Master and implementation zoning plans are plans made especially in this sense. In these plans, areas such as housing, and commercial and social equipment needed by the people living in the relevant region are created. These are the zoning plans that show the general lines of the plans before the implementation in the 5000 plans called development. From this point of view, we can evaluate the question of how the zoning plan will be formed with different approaches. One of these approaches is pass theory. Pass theory refers to the brain's process of perceiving different functional elements. That is, it emerges in the form of attention, information, simultaneous and successive cognitive processes, planning, and results while making a plan. In our study, a city-based study was carried out on a scale of 5000 in Turkey. In the revised zoning plan of the city of Elazığ, the formation of areas open to development and the planning process that can meet the needs of the increasing population was examined with the pass theory.

الفروق في العمليات المعرفية لدى عينة من الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية والطلاب العاديين في مرحلة التعليم الأساسي باليمن

هدفت الدراسة إلى التعرف على الفروق في العمليات المعرفية لنظرية لوريا - داس للذکاء لدى عينة من الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية والطلاب العاديين في مرحلة التعليم الأساسي باليمن، وتکون مجتمع الدراسة من جميع طلاب الصف الثامن من مرحلة التعليم الأساسي في المدرسة اليمنية الحديثة ، والبالغ عددهم (81) طالبا وطالبا، وتکونت عينة الدراسة من مجموعتين: الموهوبين ذوو صعوبات تعلم اللغة الإنجليزية وعددهم (7) طلاب، والعاديين وعددهم (7) طلاب من طلاب الصف الثامن من مرحلة التعليم الأساسي للعام الدراسي 2019-2020م والذي تم اختيارهما قصديا وفقا لشروط محددة، وتمثلت أدوات الدراسة في : اختبار المصفوفات المتتابعة العادي لريفن من إعداد أحمد عثمان (1987)، ومنظومة التقييم المعرفي CAS2 إعداد DAS ،Naglieri & Goldstein (2014) تعريب وتقنين أحمد حجوري (2021)،ومقياس تقدير سلوک الموهبة – صورة المدرسة إعداد رانيا إمام (2017) ، ومقياس المسح النيرولوجي السريع إعداد عبدالوهاب کامل (1999)، وتم تحليل البيانات إحصائيا باستخدام المتوسطات الحسابية ،الانحرافات المعيارية، واختبار مان- ويتني للعينات المستقلة، وأسفرت نتائج الدراسة عن عدم وجود فروق دالة إحصائيا بين متوسطي رتب درجات الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية والطلاب العاديين في الدرجة الکلية لمقياس التخطيط، وأبعاده (تخطيط الرموز PCd، تخيط التوصيلات PCn)، ماعدا بعد (تخطيط مطابقة الأرقام PNM) حيث کانت هناک فروق لصالح العاديين، وعدم وجود فروق دالة احصائيا بين متوسطي رتب درجات الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية والطلاب العاديين في الدرجة الکلية والأبعاد الفرعية لمقياس الانتباه ، مقياس المعالجة المعرفية المتزامنة ، ومقياس المعالجة المعرفية المتتابعة. The study aimed to identify the differences in the cognitive processes of Luria - Das theory of intelligence among a sample of Gifted Students with English Language Learning Disabilities and normal students in the basic education stage in Yemen; the study population consisted of all students of the eighth grade of the basic education stage in the modern Yemeni school, their number were (81); the sample of study consisted of two groups: gifted students with English language learning disabilities and their number were (7), and normal students , their number were(7), from students in the eighth grade of the basic education stage for the academic year 2019-2020 AD, who were intentionally chosen according to specific conditions, and the study tools were: Raven Standard Matrix Exam prepared by Ahmed Othman (1987), CAS2 cognitive assessment system for DAS, Naglieri & Goldstein (2014) prepared and rationed by Ahmed Hajoury (2021), the Gifted Rating Scales-School form prepared by Rania Emam (2017), and the Survey Scale Rapid Neurology prepared by Abdel Wahab Kamel (1999). The data were analyzed statistically using arithmetic means, standard deviations, and the Man-Whitney the test for independent samples. The results of the study revealed that there were no statistically significant differences between the mean ranks of the grades of gifted students with English language learning disabilities and normal students in the total score of the planning scale, and its dimensions (PCd,PCn), except for the dimension (PNM matching planning), where there were Differences in favor of the normal, and there were no statistically significant differences between the mean ranks of the grades of gifted students with English language learning disabilities and normal students in the total score and sub-dimensions of the attention scale, simultaneous cognitive processing scale, and successive cognitive processing scale. Based on the results of the study, the study recommends the necessity of paying attention to the planning process and developing its strategies for gifted students with learning Disabilities.

Examining the relation between PASS cognitive processes and superior reading and mathematics performance

AbstractAlthough several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes—operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)—are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior performance in reading and mathematics. We used the standardization sample of CAS (n = 1210) and further identified children with superior reading (n = 62) and mathematics (n = 73) performance on Woodcock–Johnson Tests of Achievement–Revised (Woodcock & Johnson, 1989). Results of the initial regression analyses showed that the PASS processes were significant predictors of superior reading and mathematics performance. Next, a classification and regression tree approach showed that the PASS scores could classify superior or not‐superior readers and mathematicians with 89% and 82% accuracy, respectively. Theoretical and practical implications of our results are discussed.

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients.

Many children with attention deficit hyperactive disorder (ADHD) are known to have executive dysfunction, which weakens their abilities to learn and behave in daily living. This protocol describes the methodology that is required for the intervention (psychotherapy) based on planning, attention, successive, and simultaneous (PASS theory) cognitive processing and fear emotional processing. It provides guiding principles and practical recommendations. A disproportionately high level of fear (dysregulation) increases the vulnerability for dysfunction in learning and behavior. We explain the interplay between emotion and cognition at the neurological level. A go/no go task (The Adventures of Fundi), which involves decision making, is administered in a PC- mode to a sample of 66 ADHD subjects. The Adventures of Fundi, a computer program, was constructed to induce successive or simultaneous processing when involving the training of planning and selective attention. It aims to improve the executive function with planning and selective attention. If executive function improves, learning improves, and behavior ameliorates. After intervention over 6 months, remission was achieved in 70% of subjects. The instructor encourages the use of appropriate strategies and points out the ways in which the strategies can be useful in finding the solution to the problem (go/no go). The emphasis is not on rehearsing and adult instructed verbal sequence. The verbalization may reveal the conscious verbalized strategy to solve a task that is not really the strategy being unconsciously used in that case. A self-verbal report is unreliable. This is an inductive learning rather than deductive rule-learning approach central to cognitive PASS training. This inductive training has proved to produce not only near transfer but also far transfer. Noncognitive factors (emotional factors) must be considered to maximize the benefit of cognitive training. Indirect and metaphorical communication considers the emotional factor.

Comparison of the Cognitive Processing Structures of Students Diagnosed With Attention Deficit Hyperactivity Disorder, and Specific Learning Disorder According to Cognitive Assessment System Scores.

The aim of this study is to compare the cognitive processing structures of students diagnosed with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). AD and HD in this study are grouped separately. There are no students diagnosed as having two subgroups together. A total of 105 students, 35 AD, 35 SLD, and 35 HD, who were applied to the Cognitive Assessment System (CAS) and diagnosed by an expert, were selected as the sample. The students were evaluated according to their CAS full scale scores and the results of planning, attention, and simultaneous and successive cognitive processing areas. It was examined whether the cognitive processing areas of the students differed among the diagnosis groups by one-way analysis of variance. Although no significant difference was found in the cognitive processing full scale score among the diagnosis groups, significant differences were found between the cognitive processing areas among the diagnosis groups. The planning scale scores of the students in the HD diagnosis group were lower than the other groups, the attention scale scores of the students in the AD diagnosis group were lower than the HD and SLD diagnostic groups, and simultaneous and successive cognitive processing scores of the students in the SLD diagnosis group were lower than the scores of the students in the HD and AD diagnosis groups. In our study, it was determined that students in different diagnosis groups have different cognitive structures. For this reason, it is necessary to prepare and apply different cognitive intervention programs suitable for each diagnostic group. Determining the cognitive processing areas of students in different diagnosis groups will guide the creation of the content of cognitive intervention programs.

Improving cognitive processes in preschool children: the COGEST programme

The present study provides empirical evidence to support the hypothesis that pre-school children's cognitive functions can be developed by virtue of a training tool named COGENT (Cognitive Enhancement Training). We assumed that COGENT (COGEST in Spain) which is embedded in speech and language, will enhance the core cognitive processes that are required for reading acquisition. The participants included 97 students aged four and five, who received COGEST for six months. The two core cognitive processes targeted were simultaneous and successive. These were measured before and after the application of COGEST. Simultaneously, we assessed a control group in the same manner, but it did not receive any COGEST training. Results showed that the COGEST group improved its simultaneous and successive processing performance significantly (p < 0.00) with Cohen effect size moderate for simultaneous and small for successive, whereas the control group displayed no such change. The study provides evidence for the effectiveness of COGEST in preschoolers to improve the simultaneous and successive cognitive processes (PASS) involved in reading acquisition and suggests its use as a training programme may help prevent reading difficulties.

What MEG can reveal about inference making: The case of if...then sentences

Characterizing the neural substrate of reasoning has been investigated with regularity over the last 10 years or so while relying on measures that come primarily from positron emission tomography and functional magnetic resonance imaging. To some extent, these techniques—as well as those from electroencephalography—have shown that time course is equally worthwhile for revealing the way reasoning processes work in the brain. In this work, we employ magnetoencephalography while investigating Modus Ponens (If P then Q; P//Therefore, Q) in order to simultaneously derive time course and the source of this fundamental logical inference. The present results show that conditional reasoning involves several successive cognitive processes, each of which engages a distinct cerebral network over the course of inference making, and as soon as a conditional sentence is processed.

Crossmodal action: modality matters

Research on multitasking harkens back to the beginnings of cognitive psychology. The central question has always been how we manage to perform multiple actions at the same time. Here, we highlight the role of specific inputand output-modalities involved in coordinating multiple action demands (i.e., crossmodal action). For a long time, modalityand content-blind models of multitasking have dominated theory, but a variety of recent findings indicate that modalities and content substantially determine performance. Typically, the term ‘‘input modality’’ refers to sensory channels (e.g., visual input is treated differently from auditory input), and the term ‘‘output modality’’ is closely associated with effector systems (e.g., hand vs. foot movements). However, this definition may be too narrow. The term ‘‘input modality’’ sometimes refers to a dimension within a sensory channel (e.g., shape/color in vision). Furthermore, the linkage between output-modalities and effector systems may not be specific enough to illuminate some notorious twilight zones (e.g., to distinguish between hand and wrist movements). As a consequence, we will use ‘‘modality’’ as an umbrella term here to capture various sources of stimulus variability used to differentiate the task-relevant information and sources of motor variability used to differentiate responses. Many of the pioneering studies involved the observation of dual-task performance in two continuous tasks that typically consisted of complex action sequences (e.g., reading and writing, see Solomons & Stein, 1896; Spelke, Hirst, & Neisser, 1976). However, it soon became apparent that tighter experimental control was necessary to pinpoint the specific cognitive mechanisms supporting multitasking. The PRP paradigm: an experimental breakthrough. The development of the psychological refractory period (PRP) paradigm (Telford, 1931; Welford, 1952) provided a methodological breakthrough that allowed researchers to exactly control the flow of information in both tasks. The PRP paradigm involves two elementary tasks with a limited set of clearly defined stimuli and responses. The mechanisms underlying multitasking are studied by systematically manipulating the temporal overlap of the two tasks, which is achieved by varying the delay between the presentations of the stimuli for the two tasks (stimulus onset asynchrony, SOA). The PRP effect refers to the typical finding that reaction times (RTs) for the second task increase with decreasing SOA, an effect that has been replicated in numerous studies with a variety of stimulus and response modalities (see Bertelson, 1966; Pashler, 1994; Smith, 1967). The RSB model: a powerful explanatory concept? The most influential and elegant account of the PRP effect has been the response selection bottleneck (RSB) model (Telford, 1931; Welford, 1952). A starting assumption of the RSB model is that tasks at hand can be divided into three successive cognitive processing steps, namely perceptual processing (i.e., stimulus encoding/categorization), response selection (i.e., deciding which response corresponds to the stimulus according to the task rules), and response execution processes. In a number of experiments, the duration of each of these processing stages was systematically manipulated for each of the two tasks (see Pashler, 1994). As a result, the most convincing hypothesis to accommodate the corresponding findings was the assumption that perceptual processing and response L. Huestegge (&) RWTH Aachen University, Aachen, Germany e-mail: lynn.huestegge@psych.rwth-aachen.de

Remediating Reading Comprehension Difficulties: A Cognitive Processing Approach

The efficacy of a cognitive-based remediation program was investigated with 14 English-as-a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in comprehension and 14 normal ESL readers in Grade 4 who received no remediation. Both groups were selected from 2 English-medium schools in India. We examined pretest-to-posttest changes in word reading, comprehension, and planning–attention–simultaneous–successive cognitive processes. Analyses of variance (ANOVAs) showed marked improvement in comprehension and some improvement in simultaneous processing for the treated group. The results indicate that the cognitive-based remediation program has potential for substantially improving comprehension and its underlying cognitive process among ESL children.

How good does it taste? Is it the product or the brand? A contribution to brand equity evaluation

PurposeThis experimental research seeks to offer a method for measuring the respective product and brand contributions to the global perceived quality dimension in the case of five brands of orange juices.Design/methodology/approachThe disconfirmation of expectations approach method was used which employs the mismatch between expected and blind evaluation of a product. The assimilation effects (when the perceived quality of the product tends to be congruent with the expected quality attributed to the brand) and the contrast effects (when the perceived quality of the product is influenced negatively by the brand) were measured.FindingsResults indicate an assimilation effect for the national brands, particularly strong with the most preferred brand, and a non‐significant brand effect for the retailer's brand, although both products were rated the same in the blind evaluation.Practical implicationsFrom a theoretical and methodological point of view, the research suggests that global measures of perceived quality may be more appropriate tools than analytical constructs from product attributes when evaluating brand equity.Originality/valueA general experimental design of the disconfirmation of information is offered in order to evaluate the share of the product and the brand in the consumer assessment of the perceived quality of a brand. This design places the respondents in two successive cognitive processes when they evaluate the brand and the product, which explains the assimilations and/or contrast effects which have been observed.

Effects of Varying the Experimental Design of a Cognitive Control Paradigm on Behavioral and Functional Imaging Outcome Measures

Abstract A number of experimental techniques are commonly used within the field of functional neuroimaging to measure successive cognitive processes within a single trial. This study evaluated three experimental techniques to assess the comparability of behavioral and functional outcome measures in a task involving higher-level cognitive processing while controlling for the task duration. Twelve participants completed a cognitive control paradigm using the three techniques. Each trial of the task consisted of a green or red cue followed by a "Left" or "Right" probe. Green cues indicated that participants should respond in the direction of the probe. Red cues indicated participants should overcome their automatic tendency and respond in the direction opposite to the probe. The "slow" technique involved a sufficiently long trial allowing the blood oxygenation level-dependent response to rise and return to baseline before the next trial. The "jitter" technique involved varying the interstimulus and intertrial intervals. The "catch" technique involved presenting some cue-only trials in the midst of cue-probe trials. Predicted brain regions were activated by all the experimental techniques combined including the middle frontal, anterior cingulate, and inferior parietal cortices. Although there were more commonalties than differences between the three experimental techniques, generally, it appeared that the slow technique was effective at detecting posterior activity; the jitter technique was effective at detecting probe-related activity; and the catch technique was effective at detecting cue-related activity, especially in prefrontal regions. Thus, experiments measuring successive cognitive processes may have differential detection power for every event in a trial.

Effects of Varying the Experimental Design of a Cognitive Control Paradigm on Behavioral and Functional Imaging Outcome Measures

Abstract A number of experimental techniques are commonly used within the field of functional neuroimaging to measure successive cognitive processes within a single trial. This study evaluated three experimental techniques to assess the comparability of behavioral and functional outcome measures in a task involving higher-level cognitive processing while controlling for the task duration. Twelve participants completed a cognitive control paradigm using the three techniques. Each trial of the task consisted of a green or red cue followed by a "Left" or "Right" probe. Green cues indicated that participants should respond in the direction of the probe. Red cues indicated participants should overcome their automatic tendency and respond in the direction opposite to the probe. The "slow" technique involved a sufficiently long trial allowing the blood oxygenation level-dependent response to rise and return to baseline before the next trial. The "jitter" technique involved varying the interstimulus and intertrial intervals. The "catch" technique involved presenting some cue-only trials in the midst of cue-probe trials. Predicted brain regions were activated by all the experimental techniques combined including the middle frontal, anterior cingulate, and inferior parietal cortices. Although there were more commonalties than differences between the three experimental techniques, generally, it appeared that the slow technique was effective at detecting posterior activity; the jitter technique was effective at detecting probe-related activity; and the catch technique was effective at detecting cue-related activity, especially in prefrontal regions. Thus, experiments measuring successive cognitive processes may have differential detection power for every event in a trial.

Black-White Differences in Cognitive Processing: A Study of the Planning, Attention, Simultaneous, and Successive Theory of Intelligence

Researchers have typically found a mean difference of about 15 points between Blacks and Whites on traditional measures of intelligence. Some have argued that the difference between Blacks and Whites would be smaller on measures of cognitive processing. This study examined Black ( n= 298) and White ( n= 1,691) children on Planning, Attention, Simultaneous, and Successive cognitive processes (PASS theory of intelligence) as operationalized by the Cognitive Assessment System (CAS). Regression analyses, controlling for key demographic variables, showed an estimated CAS Full Scale mean score difference of 4.8, which is smaller than that found with traditional IQ. Correlations between the PASS scores and achievement were similar for Blacks (median of .70) and Whites (median of .64). Moderated regression analyses showed no interaction effect for race by CAS Full Scale with achievement, suggesting that there are similar relationships between the CAS and achievement for Black ( n= 298) and White ( n= 1,691) groups. Nonsignificant interactions resulted when the Black and White child groups were analyzed with smaller matched samples ( n= 298; n= 298). These results add to the growing body of literature supporting the validity of the PASS theory as measured by the CAS and the utility of the theory for assessment of minority students.

Performance of Children with Attention Deficit Hyperactivity Disorder and Anxiety/Depression on the WISC-III and Cognitive Assessment System (CAS)

The purpose of this study was to examine differences in cognitive performance between samples of children diagnosed with ADHD, anxiety and/or depression, and the normative groups on two tests of ability. Matched samples of 25 children diagnosed with Attention Deficit Hyperactivity Disorder were contrasted with 25 children diagnosed with anxiety/depression. Both groups were also compared to the normative values for the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) and tests of Planning, Attention, Simultaneous, and Successive cognitive processes from the Cognitive Assessment System (CAS). Children with ADHD had lower Planning scores than those with anxiety/depression (6.5 points; effect size of 0.6) and lower Planning scores than the standardization sample (12.7 points; effect size of 0.9). No significant difference was found between children with ADHD, children with anxiety and depression, and the matched clinical sample on the WISC-III. The findings are commensurate with other studies, suggesting that Wechsler scores differentiated the samples minimally but CAS scores appear sensitive to the cognitive processing difficulties experienced by children with ADHD.

Understanding intelligence, giftedness and creativity using the pass theory

Despite nearly a century of research on IQ, tests of ability have changed little despite changes in our understanding of human abilities. This failure to evolve has particular implications for identification of gifted as well as creative children. A few recent tests challenge the Wechsler‐Binet stronghold, among them the Cognitive Assessment System (CAS; Naglieri & Das, 1997a). The CAS is based on the PASS theory (Naglieri, 1999), which centers on Planning, Attention, Simultaneous, and Successive cognitive processes. The inclusion of planning in particular allows for a more accurate assessment of gifted and creative children, as past research has shown a strong connection between planning and creativity. This more extensive and inclusive measure of intelligence could identify gifted children who would otherwise not be identified using traditional IQ tests. In this article we summarize the validity of an alternative approach to intelligence and illustrate its utility for identification of gifted and creative children.

Role of planning, attention, and simultaneous and successive cognitive processing in facial recognition in adults with mental retardation.

Fifty adults with mental retardation completed the Cognitive Assessment System and the Facial Discrimination Task. Performances on the Facial Discrimination Task Emotion and Age Tasks were significantly correlated to the Cognitive Assessment System total score. Hierarchical regression analyses showed that processing of emotional stimuli was related to simultaneous and successive processing; whereas attention and planning failed to add significantly. The Emotion and Age Tasks yielded similar results, suggesting that cognitive processes are involved in processing facial stimuli in a similar way regardless of the type of facial cues involved. The results are discussed vis-à-vis modular models of emotion, future research directions, and the Age Task as a control task.

Gender differences in planning, attention, simultaneous, and successive (PASS) cognitive processes and achievement.

Gender differences in planning, attention, simultaneous, and successive (PASS) cognitive processes and achievement.

Gender differences in planning, attention, simultaneous, and successive (PASS) cognitive processes and achievement.

Gender differences in ability and achievement have been studied for some time and have been conceptualized along verbal, quantitative, and visual-spatial dimensions. Researchers recently have called for a theory-based approach to studying these differences. This study examined 1,100 boys and 1,100 girls who matched the U.S. population using the Planning, Attention, Simultaneous, Successive (PASS) cognitive-processing theory, built on the neuropsychological work of A. R. Luria (1973). Girls outperformed boys on the Planning and Attention scales of the Cognitive Assessment System by about 5 points (d = .30 and .35, respectively). Gender differences were also found for a subsample of 1,266 children on the Woodcock-Johnson Revised Tests of Achievement Proofing (d = .33), Letter-Word Identification (d = .22), and Dictation (d = .22). The results illustrate that the PASS theory offers a useful way to examine gender differences in cognitive performance.

Simultaneous and Successive Cognitive Processing in Children with Nonverbal Learning Disabilities

This study compared the performance of 19 children with nonverbal learning disabilities to a comparison group of 16 children with language learning disabilities on measures of simultaneous and successive/sequential processing on the Kaufman Assessment Battery for Children (K-ABC). (The terms 'sequential' and 'successive' are used by different authors, so are applied interchangeably here). As hypothesized, children with nonverbal learning disabilities were found to have significantly higher Successive than Simultaneous Processing scores on the K-ABC, while children with language learning disabilities were found to have an inverse pattern of significantly higher Simultaneous than Successive Processing scores. The results suggest that different subtypes of learning disabilities can be defined through differences in cognitive processing. Further, the simultaneous-sequential/successive processing model may offer a valuable basis for conceptualizing learning disabilities in general, and nonverbal learning disabilities in particular. These findings have implications for the assessment and remediation of such learning disabilities.

A Cognitive Processing Account of Individual Differences in Novice Logo Programmers' Conceptualisation and Use of Recursion

This article describes a study which investigated individual differences in the construction of mental models of recursion in Logo programming. It was hypothesized that differences in individuals' cognitive profiles would be reflected in differences in their computer programming problem solving behavior. The learning process was investigated from the perspective of Norman's mental models theory and employed diSessa's ontology regarding distributed, functional, and surrogate mental models. Analysis of the processes underlying mental model construction and of individual differences in these processes was based on the Luria model of brain function with particular regard to the relative contribution of simultaneous and successive cognitive processing abilities to conscious mental activity. Results generally confirmed predictions regarding the involvement of these abilities in the manifestation of individual differences in the stages of conscious mental activity contributing to the progressive development of mental models of recursion.