NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
The Relationship of Cognitive Processes with Reading and Mathematics Achievement in Intellectually Gifted Children
Peer reviewed Peer reviewed
Direct linkDirect link
Dunn, Kristy; Georgiou, George; Das, J. P. – Roeper Review, 2020
The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children (70 females, 72 males; M[subscript…
Descriptors: Cognitive Processes, Reading Achievement, Mathematics Achievement, Children
Cognitive Processing Skills and Developmental Dyslexia in Chinese
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Xiaochen; Georgiou, George K.; Das, J. P.; Li, Qing – Journal of Learning Disabilities, 2012
The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children…
Descriptors: Dyslexia, Reading Difficulties, Reading Fluency, Phonological Awareness
Planning-Arousal-Simultaneous-Successive (PASS): A Model for Assessment.
Peer reviewed Peer reviewed
Naglieri, 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
Relation between Planning and Simultaneous-Successive Processing.
Peer reviewed Peer reviewed
Ashman, 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
The K-ABC, Coding, and Planning: An Investigation of Cognitive Processes.
Peer reviewed Peer reviewed
Das, J. P.; And Others – Journal of School Psychology, 1990
Evaluated elementary school students (N=198) using six mental processing subtests of the Kaufman Assessment Battery for Children (K-ABC) and three tests of planning. Results indicated orthogonal simultaneous and sequential factors emerged; the verbal simultaneous test was a good addition; and a "planning" factor identified by three…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Foreign Countries
Separating Planning and Attention: Evidential and Consequential Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Puhan, 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