First Advisor
Bardos, Achilles N
Document Type
Dissertation
Date Created
5-1-2010
Department
College of Education and Behavioral Sciences, School Psychology, School Psychology Student Work
Abstract
This study set out to determine if the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model, a model previously investigated with children, would hold its factorial structure with adults. A collection of PASS experimental tasks were analyzed through Maximum Likelihood Factor Analysis. A four-factor solution consistent with the theoretical model was found with little variation from the literature. In addition, the extent to which the PASS experimental tasks and composite areas predicted reading achievement was examined through multiple regression. The results suggested that the PASS cognitive processing model provides adequate prediction of academic achievement in adults. The Successive PASS composite area was the strongest predictor of reading achievement, thereby supporting previous studies. This study suggests that a battery of experimental PASS tasks with adults can be used to predict reading achievement and allow future studies to explore the utility of a PASS battery for the purposes of job performance prediction and the application of a cognitive processing measure with adult populations.
Abstract Format
html
Keywords
Das-Naglieri Cognitive Assessment System; PASS Cognitive Processing Model; Maximum Likelihood Factor Analysis; Intelligence Measurement; Learning Disabilities; Reading Assessment
Extent
168 pages
Local Identifiers
Walker_unco_0161N_10026
Rights Statement
Copyright is held by author.
Digital Origin
Born digital
Recommended Citation
Walker, Justin Moore, "A validation study of the planning, attention, simultaneous, and successive (PASS) theory and its relationship to reading achievement in adults" (2010). Dissertations. 269.
https://digscholarship.unco.edu/dissertations/269