论文著作

作者：Georgiou,GeorgeK.¹ ;Guo,Kan(郭衎) ² ;Naveenkumar,Nithya¹ ;AlvesVieira,AnaPaula³;Das,J.P.¹

单位：[1]Univ Alberta, Edmonton, AB, Canada;[2]Beijing Normal Univ, Beijing, Peoples R China;[3]Univ Estadual Maringa, Maringa, Parana, Brazil

关键词：HISPANIC CHILDRENS PERFORMANCE; CONFIRMATORY FACTOR-ANALYSIS; READING-COMPREHENSION; COGNITIVE-PROCESSES; PHONOLOGICAL AWARENESS; DEVELOPMENTAL DYSLEXIA; WORKING-MEMORY; NAMING SPEED; MATHEMATICS; DIFFICULTIES

摘要：Although Planning, Attention, Simultaneous and Successive (PASS) processing theory of intelligence has been argued to offer an alternative look at intelligence and PASS processes - operationalized with the Cognitive Assessment System - have been used in several studies, it remains unclear how well the PASS processes relate to academic achievement. Thus, this study aimed to determine their association by conducting a meta-analysis. A random-effects model analysis of data from 62 studies with 93 independent samples revealed a moderate-tostrong relation between PASS processes and reading, r = 0.409, 95% CI = [0.363, 0.454]), and mathematics, r = 0.461, CI = [0.405, 0.517]. Moderator analyses further showed that (1) PASS processes were more strongly related with reading and math in English than in other languages, (2) Simultaneous processing was more strongly related to math accuracy and problem solving than math fluency, (3) Simultaneous processing was more strongly related to problem solving than Attention, and (4) Planning was more strongly related to math fluency than Simultaneous processing. Age, grade level, and sample characteristics did not influence the size of the correlations. Taken together, these findings suggest that PASS cognitive processes are significant correlates of academic achievement, but their relation may be affected by the language in which the study is conducted and the type of mathematics outcome. They further support the use of intervention programs that stem from PASS theory for the enhancement of reading and mathematics skills.

基金：National Social Science Fund of China [CHA180266]

语种：英文

来源：Intelligence (Norwood), 2020-03, Vol.79, p.101431-19, Article 101431

DOI：10.1016/j.intell.2020.101431

出版日期：2020-03

引用参考：Georgiou,GeorgeK.;Guo,Kan;Naveenkumar,Nithya;AlvesVieira,AnaPaula;Das,J.P.. PASS theory of intelligence and academic achievement: A meta-analytic review[J]. INTELLIGENCE,2020():.

• PASS-theory-of-intelligence-and-academic-achievement--A-meta-_2020_Intellige.pdf