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…

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…

Examined performance of matched pairs of black and white fourth- and fifth-grade males and females on Wechsler Intelligence Scale for Children-Revised (WISC-R) and Kaufman Assessment Battery for Children (K-ABC). Findings suggest black children will likely earn similar WISC-R and K-ABC mean scores. The conclusion that K-ABC reduces difference…

Examined mean scores and predictive validity coefficients obtained from the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Kaufman Assessment Battery for Children (K-ABC), and the Peabody Individual Achievement Test (PIAT). All three tests were administered to 35 Navajo children. Results supported general use of the K-ABC with…

Cross-validated the factor analysis of the McCarthy Scales and determined construct validity for children who score one standard deviation below the normative mean on general cognitive ability. Findings discourage interpretation of the Quantitative Scale for school-age children with General Cognitive Indexes below 84. (Author)

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…

Examined relationships among experimental tasks to measure planning, attention, simultaneous, and successive (PASS) cognitive processing following from Luria's theoretical model. Compared PASS model with null, memory-reasoning, verbal-nonverbal, and verbal-spatial-speed models. Results from students in grades K-2 (n=75) and 5-12 (n=132) indicated…

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…

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…