Current theories of the structure of cognitive abilities are critically examined and found to lack adequate description of the processes underlying the abilities. An alternative model, Luria's theory of simultaneous and successive syntheses, is presented and discussed. This model of information processing is supported by a number of factor analytic studies of cognitive abilities and then related to data from studies of memory, imagery, and language. Finally, a model of abilities in terms of a structure-process distinction is proposed.

This paper proposes an alternative theory of cognitive processing to serve as a model for reconceptualizing intelligence and facilitate evolution in this important area. The Planning, Attention, Simultaneous, and Successive (PASS) model, based on the work of A. R. Luria, is suggested as a broad conceptualization and framework for cognitive processing. Luria's view of these processes is presented in detail, as are experimental tasks developed by Das and Naglieri to measure these processes. An analysis of the WISC-R and K-ABC from the PASS model is provided to gain some understanding of what current tests measure. Factor analytic, criterion related and discriminant validation of the PASS model is presented, as are the current experimental tasks used in the Das-Naglieri Cognitive Assessment System. Finally, responses to some of the conference reviewers' comments are provided.

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According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) x Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension. In addition, the authors examined the contribution of naming speed and phonological awareness to reading comprehension beyond the effects of D and C. Consistent with the findings of previous studies, the children exhibited poor reading comprehension despite average performance in decoding and listening comprehension, a finding that challenges the simple view of reading. The results also revealed that an additive model (D + C) fitted the data equally well as a product model (D x C). Neither naming speed nor phonological awareness accounted for unique variance.

This paper presents evidence for the construct and criterion-related validity of the Planning - Simultaneous - Successive model of information-integration presented by Das, Kirby, and Jarman (1975) and provides support for tasks designed to operationalize the model. A sample of 434 students in grades 2, 6, and 10 were administered cognitive processing and achievement tests. Significant developmental changes in scores across the three grades and significant correlations with achievement in reading and math provided support for the validity of these cognitive processing tasks. Simultaneous and planning appeared to be more related to math than successive processes at the younger ages, and reading correlated with coding at the lower ages and both coding and planning at tenth grade. Planning and coding correlated significantly with achievement (rs = .23, .45, .56 and .37, .33, .52 for grades 2, 6, and 10 for planning and coding, respectively). Planning was related increasingly to the total MAST, as well as separate reading and math scores, with age. Implications for the assessment of intellectual functioning are presented.