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

Jack A Naglieri1, Tulio M Otero2

  • 1Department of Psychology, George Mason University, Fairfax, VA 22030, USA.

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PubMed
Summary

The Planning, Attention, Success, Success (PASS) theory guides intelligence assessment, informing the Cognitive Assessment System. This approach supports equitable testing, identifies academic strengths and weaknesses, and aids intervention planning.

Keywords:
ADHDASDCAS2PASS neurocognitive theoryPASS theory of intelligenceSLDcognitive assessment systemdiscrepancy consistency methodequitable assessment of intelligenceintelligencepattern of strengths and weaknessessecond editiontest biastest fairness

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuropsychology

Background:

  • The historical context of intelligence theories, particularly those from the early 1900s, has influenced test development.
  • The need for theory-based intelligence assessment that moves beyond traditional psychometric limitations.
  • The Cognitive Assessment System (CAS) was developed based on the PASS theory of intelligence.

Purpose of the Study:

  • To describe the conceptualization of the PASS theory of intelligence.
  • To explain the rationale for using the PASS theory in constructing the Cognitive Assessment System (CAS) and its subsequent editions.
  • To discuss the validity of the PASS theory in intelligence assessment, including equity, strengths/weaknesses analysis, and intervention utility.

Main Methods:

  • Review of the theoretical underpinnings of the PASS theory of intelligence.
  • Examination of the construct validity of the CAS and its versions.
  • Synthesis of research supporting theory-based, neurocognitively informed intelligence testing.

Main Results:

  • The PASS theory provides a framework for understanding intelligence through Planning, Attention, Simultaneous, and Successive processing.
  • The CAS effectively operationalizes the PASS theory, offering a valid measure of cognitive abilities.
  • PASS scores demonstrate utility in identifying patterns of strengths and weaknesses relevant to academic achievement and diagnosis.

Conclusions:

  • Intelligence testing should be grounded in robust psychological theories, such as the PASS theory.
  • The PASS theory and the CAS offer a more equitable and useful approach to intelligence assessment compared to older models.
  • Measuring neurocognitive processes based on brain function is crucial for advancing intelligence assessment.