PASS theory of intelligence
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The Planning, Attention-Arousal, Simultaneous and Successive (P.A.S.S.) theory of intelligence, first proposed in 1975 by Das, Kirby and Jarman (1975),
The P.A.S.S. (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 psychological work of A.R.Luria. The P.A.S.S. model is an alternative approach to measuring and studying intelligence.[4]
Description
The PASS Theory of Intelligence
Assessment of PASS processes
The PASS theory provides the theoretical framework for a measurement instrument called the Das-Naglieri
Links to general intelligence
Contemporary theories about
Links to brain activity
The core idea that
Remediation and cognitive enhancement
One unusual property of the P.A.S.S. theory of cognitive processes is that it has been proven useful for both intellectual assessment (e.g. the CAS) and educational intervention. The theory provides the theoretical framework for the PASS Reading Enhancement Program, a remediation curriculum designed to improve the planning, attention and information processing strategies that underlie reading. A related school-readiness program aims at improving the foundations of cognitive processes in preparation for schooling (Das, 2009). Both are evidence-based intervention programs.[9]
Challenges
A frequently asked question from the critics of PASS is: are Attention and Planning two distinct factors? Kranzler, Keith & Flanagan (2000)[10] found only a marginal fit for the four-factor model; the attention and planning factors were indistinguishable. Recent research on intelligence tests confirms that the most valid score on, for example, the Wechsler Intelligence Scale for Children – Fifth Edition (Canivez, Watkins, & Dombrowski, 2017), Stanford-Binet Fifth Edition (Canivez, 2008), Differential Abilities Scales (Canivez & McGill, 2016), and the Woodcock-Johnson Fourth Edition (Dombrowski, McGill & Canivez, 2017) is the total score that estimates g. That is, the scores which represent the factor based scales these tests provide do not have enough specific variance to be considered interpretable. In fact, a recent reanalysis of Carroll's survey of factor-analytic studies by Benson, Beaujean, McGill, and Dombrowski (2018) concluded that nearly all of the specified abilities presented by Carroll "have little-to-no interpretive relevance above and beyond that of general intelligence (p. 1028)." The only exception to these finding is research reported by Canivez (2011) regarding the Cognitive Assessment System (Naglieri & Das, 1997).
The most recent factor analytic examination of the PASS scales of the CAS Second Edition was conducted by Papadopoulos, Spanoudis and Naglieri (2023) using the standardization sample of the CAS2. The correlated four-factor solution best fits the data above and beyond the one-factor, second-order, bi-factor, and several asymmetrical bi-factor models. These different models, parameterized to allow for indications of the four cognitive factors (i.e., correlated model), a general g factor (i.e., one- and second-order factor models), or a combination of the two (i.e., bi-factors models), revealed that the correlated model accounted for the inter-subtest covariation of the cognitive abilities better than the unitary g factor or the bifactor models. Furthermore, factorial invariance analysis provided evidence that the obtained correlated model, as an index of cognitive processing or intelligence, was the same between genders.
References
- doi:10.1037/h0076163.
- ^ a b c Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of Cognitive Processes. Allyn & Bacon, Publishers, Needham Heights: MA, USA.
- ^ a b Das, J. P., Kar, B. C., & Parrila, R. K. (1996 ). Cognitive planning. New Delhi: Sage Publications.
- S2CID 144655908.
- S2CID 146129242.
- ^ a b Naglieri, J, A., & Das, J. P. (1997). Das-Naglieri Cognitive Assessment System. Itasca, IL: Riverside Publishing.
- S2CID 141437006.
- ISBN 9780123662262.
- S2CID 24824094.
- S2CID 144282540.
Further reading
- Alabau-Bofill J. (2003) Estudi dels processos emocionals en nens/nes amb dificultats d'aprenentatge i la seva relació amb els processos cognitius basats en la teoria PASS de la inteligel.lència [tesi doctoral]. UdG Girona.
- Das, J. P., Kar, R., & Parrilla, R. K. (1996). Cognitive planning. The psychological basis of intelligent behavior. London: Sage Publications Ltd.
- Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive processes. The PASS theory of intelligence. Massachusetts: Allyn & Bacon, Inc.
- Das, J.P. (1998). Dyslexia & Reading Difficulties. An interpretation for teachers. Edmonton, Canada: University of Alberta.
- Das, J. P., Garrison, M. A., Gonzalez, M., Timoneda, C., & Perez- Alvarez, F. (1999). Dyslexia y difficulty DE lecture. Barcelona: Ediciones Paidós Ibérica SA.
- Das, JP (1999). "A neo-Lurian approach to assessment and remediation". Neuropsychology Review. 9 (2): 107–115. S2CID 23209148.
- Das, J.P. (2000). "PREP: A cognitive remediation program in theory and practice". Developmental Disabilities Bulletin. 28: 83–95.
- Das, J.P., Parrilla, R.K., & Papadopoulos, T.C. (2000). Cognitive education and reading disability. In A. Koulin & Y. Rand (Eds.), Experience of mediated learning (pp. 274–291). Oxford, UK: Pergamon.
- Das, J.P. (2004). The Cognitive Enhancement Training Program (COGENT). Edmonton, Canada: Developmental Disabilities Centre, University of Alberta.
- Das, J. P.; Hayward, D.; Samantaray, S.; Panda, J. J. (2006). "Cognitive Enhancement Training (COGENT©): What is it? How does it work with a group of disadvantaged children?". Journal of Cognitive Education and Psychology. 5 (3): 328–335. S2CID 147243827.
- Das, J.P.; Janzen, T.; Georgiou, G. (2007). "Correlates of Canadian native children's reading performance: From cognitive style to cognitive processes". Journal of School Psychology. 45 (6): 589–602. .
- Hayward, D.; Das, J.P.; Janzen, T. (2007). "Innovative Programs for Improvement in Reading Through Cognitive Enhancement: A Remediation Study of Canadian First Nations Children". Journal of Learning Disabilities. 40 (5): 443–457. S2CID 24824094.
- Mc Crea, S. M. (2009). "A review and empirical study of the composite scales of the Das-Naglieri cognitive assessment system". Psychology Research and Behavior Management. 2: 59–79. PMID 22110322.
- Naglieri, J. A., & Das, J. P. (1997). Cognitive assessment system. Rolling Meadows, IL: Riverside Publishing.
- Naglieri, J. A.; Das, J. P. (1995). "A reply to Kranzler and Weng's shooting in the dark". Journal of School Psychology. 33 (2): 159–167. .
- Naglieri, J.A.; Rojahn, J.; Matto, H.C. (2007). "Hispanic and non-Hispanic children's performance on PASS cognitive processes and achievement". Intelligence. 35 (6): 568–579. .
- Papadopoulos, T.; Das, J.P.; Rauno, K.; Parrila, R.K.; Kirby, J. (2003). "Children at Risk for Developing Reading Difficulties: A Remediation study". School Psychology International. 24 (3): 340–366. S2CID 144555015.
- Perez-Alvarez, F.; Serra-Amaya, C.; Timoneda-Gallart, C. (2009). "Cognitive versus behavioral ADHD phenotype: What is it all about?". Neuropediatrics. 40 (1): 32–38. S2CID 260242376.
- Pérez-Álvarez F, Timoneda Gallart C. (2004). Learning Both in Attention Deficit Disorder and Dyslexia in the light of PASS Neurocognitive Dysfunction. In: HD Tobias (ed.).Focus on Dyslexia Research. pp. 173–179. Hauppauge, NY: ISBN 1-59033-950-9
- Pérez-Álvarez F, Timoneda Gallart C. (2005). Attention Deficit / Hyperactive Disorder as Impulsivity Disorder according to PASS Neurocognitive Function. In: P. Larimer (ed.) Attention Deficit Hyperactivity Disorder Research Developments. pp 173–184. Hauppauge, NY: ISBN 1-59454-157-4
- Perez-Alvarez, F; Timoneda, C; Baus, J (2006). "Topiramate and epilepsy in the light of DN:CAS, Das-Naglieri Cognitive Assessment System". Revista de Neurología. 42: 3–7. .
- Timoneda C., Pérez-Alvarez F. (2003). DN-CAS en català. Girona: Fundació Carme Vidal Xifre de Neuropsicopedagogia.
- Benson, N. F., Beaujean, A. A., McGill, R. J, & Dombrowski, S. C. (2018). Revisiting Carroll's Survey of Factor-Analytic Studies: Implications for the Clinical Assessment of Intelligence. Psychological Assessment, 30, 8, 1028–1038.
- Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2017). Structural validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Confirmatory factor analyses with the 16 primary and secondary subtests. Psychological Assessment, 29, 458-472. http://dx.doi.org/10.1037/pas0000358
- Canivez, G. L., & McGill, R. J. (2016). Factor structure of the Differential Ability Scales–Second Edition: Exploratory and hierarchical factor analyses with the core subtests. Psychological Assessment, 28, 1475-1488. http://dx.doi.org/10.1037/pas0000279
- Canivez, G. L., & McGill, R. J. (2016). Factor structure of the Differential Ability Scales-Second Edition: Exploratory and hierarchical factor analyses with the core subtests. Psychological Assessment, 28, 1475–1488. https://doi.org/10.1037/pas0000279
- Canivez, G. L. (2008). Orthogonal higher order factor structure of the Stanford-Binet Intelligence Scales-Fifth Edition for children and adolescents. School Psychology Quarterly, 23, 533–541. https://doi.org/10.1037/a0012884.
- Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2017). Exploratory and hierarchical factor analysis of the WJ IV Cognitive at school age. Psychological Assessment, 29, 394-407. http://dx.doi.org/10.1037/pas0000350