The Planning, Attention-Arousal, Simultaneous and Successive (P.A.S.S.) theory of intelligence, first proposed in 1975 Das, Kirby, and Jarman (1975), and later elaborated by Das, Naglieri & Kirby (1994) and Das, Kar & Parrilla, (1996) challenges g-theory on the grounds that the brain is made up of interdependent, but separate, functional systems. Neuroimaging studies and clinical studies of individuals with brain lesions make it clear that the brain is modularized; for example, damage to a very specific area of the left temporal lobe will impair the production (but not the comprehension) of spoken and written language. Damage to an adjacent area will have the opposite impact, preserving the individual's ability to produce, but not understand speech and text.
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| - The Planning, Attention-Arousal, Simultaneous and Successive (P.A.S.S.) theory of intelligence, first proposed in 1975 Das, Kirby, and Jarman (1975), and later elaborated by Das, Naglieri & Kirby (1994) and Das, Kar & Parrilla, (1996) challenges g-theory on the grounds that the brain is made up of interdependent, but separate, functional systems. Neuroimaging studies and clinical studies of individuals with brain lesions make it clear that the brain is modularized; for example, damage to a very specific area of the left temporal lobe will impair the production (but not the comprehension) of spoken and written language. Damage to an adjacent area will have the opposite impact, preserving the individual's ability to produce, but not understand speech and text. (en)
- La théorie de l'intelligence Planning, Attention-Arousal, Simultaneous and Successive (PASS) a été proposée en 1975 par le psychologue indo-canadien (en) et ses collaborateurs John R. Kirby et Ronald F. Jarman. JP Das a élaboré ultérieurement et progressivement cette théorie avec ses collaborateurs Jack A. Naglieri et JR Kirby (1994), puis Binod C. Kar & Rauno K. Parrila (1996). La théorie décrit quatre processus cognitifs fondamentaux : la planification, l'attention-vigilance, et les processus simultané et successifs (PASS). (fr)
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| - The Planning, Attention-Arousal, Simultaneous and Successive (P.A.S.S.) theory of intelligence, first proposed in 1975 Das, Kirby, and Jarman (1975), and later elaborated by Das, Naglieri & Kirby (1994) and Das, Kar & Parrilla, (1996) challenges g-theory on the grounds that the brain is made up of interdependent, but separate, functional systems. Neuroimaging studies and clinical studies of individuals with brain lesions make it clear that the brain is modularized; for example, damage to a very specific area of the left temporal lobe will impair the production (but not the comprehension) of spoken and written language. Damage to an adjacent area will have the opposite impact, preserving the individual's ability to produce, but not understand speech and text. The PASS (Planning, Attention, Simultaneous and Successive cognitive processing) theory of intelligence identifies three operational units that are important to understand mental functioning: attention, simultaneous and successive processing, and planning. The PASS theory of intelligence is based on the psychological work of A.R.Luria. The P.A.S.S. model is an alternative approach to measuring and studying intelligence. (en)
- La théorie de l'intelligence Planning, Attention-Arousal, Simultaneous and Successive (PASS) a été proposée en 1975 par le psychologue indo-canadien (en) et ses collaborateurs John R. Kirby et Ronald F. Jarman. JP Das a élaboré ultérieurement et progressivement cette théorie avec ses collaborateurs Jack A. Naglieri et JR Kirby (1994), puis Binod C. Kar & Rauno K. Parrila (1996). La théorie décrit quatre processus cognitifs fondamentaux : la planification, l'attention-vigilance, et les processus simultané et successifs (PASS). La théorie s'appuie sur les études de neuro-imagerie et les études cliniques de patients souffrant de lésions cérébrales, qui montrent que le cerveau a un fonctionnement modulaire. Ainsi, les dommages causés dans une aire spécifique du lobe temporal gauche affectent la production de la langue parlée et écrite, tandis qu'une lésion dans une autre aire cérébrale affectera la compréhension du langage. Elle s'inspire largement des travaux du psychologue et neurologue russe Alexandre Luria (1966). Cette théorie remet en question l'approche purement psychométrique de l'intelligence et la théorie du facteur g associée, en arguant que le cerveau est fait de systèmes fonctionnels interdépendants mais distincts. Elle a influencé la création de tests d'intelligence, en particulier le K-ABC, ainsi que la création de programmes de rééducation dans les domaines de l'apprentissage scolaire. (fr)
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