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| Das, J. P. | 5 |
| Naglieri, Jack A. | 2 |
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| Cummins, J. | 1 |
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| Puhan, Gautam | 1 |
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Peer reviewedCummins, J.; Das, J. P. – Alberta Journal of Educational Research, 1977
The present paper outlines the potential of the simultaneous-successive model of cognitive processing as a framework for understanding and ultimately remediating reading difficulties. (Author)
Descriptors: Cognitive Processes, Models, Reading Difficulty, Research Methodology
Peer reviewedNaglieri, Jack A.; Das, J. P. – Journal of School Psychology, 1988
Presents new analysis of Planning-Arousal-Simultaneous-Successive (PASS) model of information integration and provides new results to support operationalization of model. Results of factor analysis of data from PASS test battery responses of 434 students in grades 2, 6, and 10 support utility of assessing planning, simultaneous, and successive…
Descriptors: Cognitive Measurement, Cognitive Processes, Cognitive Tests, Educational Diagnosis
Peer reviewedAshman, Adrian F.; Das, J. P. – Perceptual and Motor Skills, 1980
The simultaneous-successive processing battery and five tests reputed to measure planning were administered to 104 eighth-graders. A planning factor was identified which was orthogonal to the two coding dimensions. Results clearly delineate independent coding and planning dimensions and support and extend the simultaneous-successive cognitive…
Descriptors: Cognitive Processes, Cognitive Tests, Junior High School Students, Junior High Schools
Peer reviewedKirby, John R.; Das, J. P. – Journal of Educational Psychology, 1978
The simultaneous and successive processing model of cognitive abilities was compared to a traditional primary mental abilities model. Simultaneous processing was found to be primarily related to spatial ability; and to a lesser extent, to memory and inductive reasoning. Subjects were 104 fourth-grade urban males. (Author/GD C)
Descriptors: Cognitive Ability, Cognitive Processes, Cognitive Tests, Induction
Direct linkPuhan, Gautam; Das, J. P.; Naglieri, Jack A. – Canadian Journal of School Psychology, 2005
In this article, the authors present several justifications in favor of the position that the constructs of planning and attention as described in the planning, attention, simultaneous, and successive (PASS) theory of information processing are separate but interdependent processes. There are two parts to the article. The first part comprises a…
Descriptors: Planning, Attention, Cognitive Processes, Validity
