Although the five-part diagnostic criteria of the "Diagnostic and Statistical Manual of Mental Disorders Fourth Edition, Text Revision" (DSM-IV-TR) for attention-deficit/hyperactivity disorder (ADHD) are behavioral and descriptive in nature, this condition has increasingly been defined as a disorder resulting from impaired behavioral inhibition…

Examined factorial validity of tasks designed to measure cognitive processing in each of Luria's three functional units. Fourth and fifth graders (N=112) were administered nine experimental tasks chosen or developed according to theoretical components of planning, attention, simultaneous, and successive processes. Obtained general support for…

Discusses intelligence tests in relation to theory of cognitive processing which can serve as model for reconceptualizing cognitive functioning. Analyzes what is measured using Wechsler, Kaufman Assessment Battery for Children, Stanford-Binet IV, and McCarthy scales, and reflects on effectiveness. Suggests that Planning, Attention, Simultaneous,…

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…

Compared performance of 28 boys diagnosed as Attention Deficit/Hyperactivity Disorder (ADHD) and 28 boys from regular education classrooms on measures of planning, attention, simultaneous, and successive cognitive processing. Groups differed significantly on measures of planning, attention, and successive processing but evidenced no significant…

Instruction designed to facilitate planning was provided to 12 math students (ages 9-12) with learning disabilities to determine if there would be differential effects on individual students. Teaching control and regulation of cognitive activity was beneficial for all students but was especially helpful for those with poor planning skills.…

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…

Examined relationships among planning, attention, simultaneous, and successive (PASS) cognitive processing tasks for a sample of hearing-impaired students. Results demonstrated that the PASS model was supported for the sample of 96 students, age 8 to 16. Bolsters other exploratory factorial studies which have shown PASS tasks to be consistent with…

A study investigated whether an instruction designed to facilitate planning would have differential effects depending on specific planning, attention, simultaneous, successive (PASS) cognitive characteristics of 19 students (ages 12-14) with learning disabilities and mild mental impairments. Children with a cognitive weakness in planning improved…

This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the "Cognitive Assessment System" (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group…

The planning, attention, simultaneous, successive (PASS) cognitive processing model was applied to the study of gender differences for 94 male and 103 female elementary school and high school students. Results show that the PASS model offers a feasible approach to the conceptualization of cognitive processes. (SLD)