Validation study of the planning, attention, ...
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Validation study of the planning, attention, simultaneous, and successive (PASS) theory and its relationship to reading achievement in adults
Validation study of the planning, attention, simultaneous, and successive (PASS) theory and its relationship to reading achievement in adults
Name:Personal
Walker, Justin Moore Role :Text(marcrelator)
creator
Walker, Justin Moore Role :Text(marcrelator)
creator
Name:Personal
Bardos, Achilles N Role :Text(marcrelator)
thesis advisor
Bardos, Achilles N Role :Text(marcrelator)
thesis advisor
Name:Personal
Koehler-Hak, Katherine M Role :Text
committee member
Koehler-Hak, Katherine M Role :Text
committee member
Name:Personal
Gonzalez, David Role :Text
committee member
Gonzalez, David Role :Text
committee member
Name:Personal
Welsh, Marilyn Role :Text
committee member
Welsh, Marilyn Role :Text
committee member
Name:Corporate
Applied Psychology & Counselor Education Role :Text(marcrelator)
sponsor
Applied Psychology & Counselor Education Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
typeOfResource
text genre(marcgt)
Thesis
Origin Information
Place
University of Northern Colorado (keyDate="yes")
2010-05 Place :Text
Greeley (Colo.)
2010-05
University of Northern Colorado (keyDate="yes")
2010-05 Place :Text
Greeley (Colo.)
2010-05
Language
:Text
English
English
Physical Description
168 pages
born digital
168 pages
born digital
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. note
Related Item
:series
Related Item
:thesis(displayLabel="Degree Type")
Ph.D.
Ph.D.
Related Item
:thesis(displayLabel="Degree Name")
doctoral
doctoral
identifier:Local
Walker_unco_0161N_10026.pdf
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http://hdl.handle.net/10176/cogru:314
http://hdl.handle.net/10176/cogru:314
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Copyright is held by the author.
Record Information
languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
PsyD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Das, J. P. (Jagannath Prasad)
Das, J. P. (Jagannath Prasad)
Subject
Name:Corporate
Subject
accessCondition:restrictionOnAccess
Title Information:Alternative
Subject
Name:Personal
Naglieri, Jack A.
Naglieri, Jack A.
Subject
Das-Naglieri Cognitive Assessment System
Das-Naglieri Cognitive Assessment System
Subject
PASS Cognitive Processing Model
PASS Cognitive Processing Model
Subject
Maximum Likelihood Factor Analysis
Maximum Likelihood Factor Analysis
Subject
Intelligence Measurement
Intelligence Measurement
Subject
Learning Disabilities
Learning Disabilities
Subject
Reading Assessment
Reading Assessment