PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition

Naglieri, Jack A.; Otero, Tulio M.

doi:10.3390/jintelligence12080077

J. Intell.

2024

DOI: 10.3390/jintelligence12080077

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PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition

Jack A. Naglieri,

Tulio M. Otero

Abstract: The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive Assessment System, 2nd Edition. We also discuss validity issues such as equitable assessment of intelligence, using PASS scores to examine a pattern of strengths and weaknesses related to academic variability and diagnosis, and the utility of PASS scores for in… Show more

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2024

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Cited by 2 publications

References 74 publications

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PASS Theory and Movement Disorders: Methodology for Assessment and Intervention

Asonitou,

Koutsouki

2024

Children

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Background/Objectives: Executive dysfunction appears to be a significant secondary characteristic frequently linked with movement disorders. Planning is a high-level cognitive process integral to our executive functions. Children who show deficits in their planning ability usually have difficulties in making decisions or problem-solving, such as initiating tasks or mentally organizing a project, and monitoring and controlling their behavior effectively. These difficulties can significantly impact their academic performance and daily functioning even in adulthood. However, the existing research on the relationships between motor performance and planning abilities is limited and inconsistent. Methods: This study aimed to explore the potential associations between motor and planning skills in 30 preschool-aged children with Developmental Coordination Disorder (DCD) and 30 healthy controls matched for age, including utilizing the PASS theory and Cognitive Assessment System (CAS). Results: The findings highlighted balance, total motor score, and planned codes as the primary factors distinguishing the two groups. A significant Pearson’s correlation was observed between the overall MABC-2 scores and the subdomain scores, along with the Planning Scale indices for both groups, suggesting a substantial relationship between these assessments. Among the Planned codes items, the most notable predictor of overall motor performance in children was identified. Furthermore, the total score for Planned Connections emerged as the most robust predictor for tasks associated with manual dexterity. Conclusions: The relationship between motor skills and executive functions in early childhood plays a vital role in the development of early intervention strategies that utilize cognitive-motor tools.

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PASS Theory and Movement Disorders: Methodology for Assessment and Intervention

Asonitou,

Koutsouki

2024

Children

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Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance

Cordero-Arroyo,

Ramos-Carrasquillo,

Cruz-Figueroa

et al. 2024

J. Intell.

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Studies involving the Cognitive Assessment System (CAS) planning scale typically use only the subtest and scale scores without assessing the strategies employed by the participants. This study addressed this gap and examined the planning strategies used by children in the CAS2: Spanish version and their relationship with planning performance. We conducted an exploratory cross-sectional study with 26 Puerto Rican children aged 8 to 11. Results showed that no strategies were consistently used by participants according to examinees’ reports (f = 0–46%), but examiners observed consistent use of some strategies such as “coded left to right, top to bottom”, f = 92%; “scanned the page for the next number or letter”, f = 100%. Welch’s t-tests did not show relationships between participants’ performance and the strategies observed by examiners, | mean differences | = 0.05–0.81, ps ≥ 0.05, nor with the strategies reported by participants, | mean differences | = 0.05–1.69, ps ≥ 0.05. These findings suggest that although the examiners may observe the use of strategies, the examinees are unaware of the strategies they use, and the strategies used are not associated with their performance. Future studies are needed to confirm these findings.

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PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition

Cited by 2 publications

References 74 publications

PASS Theory and Movement Disorders: Methodology for Assessment and Intervention

PASS Theory and Movement Disorders: Methodology for Assessment and Intervention

Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance

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