Abstract 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-to-strong 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.

中文翻译：

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PASS 智力和学业成就理论：元分析综述

摘要 尽管智力的计划、注意、同时和相继 (PASS) 处理理论被认为提供了对智力的另一种看法，并且通过认知评估系统操作的 PASS 过程已在多项研究中使用，但目前尚不清楚PASS 流程与学业成绩有关。因此，本研究旨在通过进行荟萃分析来确定它们的关联。对来自 93 个独立样本的 62 项研究的数据进行的随机效应模型分析显示，PASS 过程与阅读之间存在中到强的关系，r = 0.409，95% CI = [0.363, 0.454]）和数学，r = 0.461 , CI = [0.405, 0.517]。主持人分析进一步表明，（1）PASS 过程与英语阅读和数学的相关性比其他语言更强，(2) 同时处理与数学准确性和问题解决的相关性强于数学流畅性，(3) 同步处理与问题解决的相关性强于注意力，以及 (4) 计划与数学流畅性的相关性强于同步处理。年龄、年级和样本特征不影响相关性的大小。综上所述，这些发现表明 PASS 认知过程与学业成绩显着相​​关，但它们的关系可能受到进行研究的语言和数学结果类型的影响。他们进一步支持使用源于 PASS 理论的干预计划来提高阅读和数学技能。(3) 同时处理比注意力更强烈地与问题解决相关，以及 (4) 计划比同时处理更强烈地与数学流畅性相关。年龄、年级和样本特征不影响相关性的大小。综上所述，这些发现表明 PASS 认知过程与学业成绩显着相​​关，但它们的关系可能受到进行研究的语言和数学结果类型的影响。他们进一步支持使用源于 PASS 理论的干预计划来提高阅读和数学技能。(3) 同时处理比注意力更强烈地与问题解决相关，以及 (4) 计划比同时处理更强烈地与数学流畅性相关。年龄、年级和样本特征不影响相关性的大小。综上所述，这些发现表明 PASS 认知过程与学业成绩显着相​​关，但它们的关系可能受到进行研究的语言和数学结果类型的影响。他们进一步支持使用源于 PASS 理论的干预计划来提高阅读和数学技能。样本特征不影响相关性的大小。综上所述，这些发现表明 PASS 认知过程与学业成绩显着相​​关，但它们的关系可能受到进行研究的语言和数学结果类型的影响。他们进一步支持使用源于 PASS 理论的干预计划来提高阅读和数学技能。样本特征不影响相关性的大小。综上所述，这些发现表明 PASS 认知过程与学业成绩显着相​​关，但它们的关系可能受到进行研究的语言和数学结果类型的影响。他们进一步支持使用源于 PASS 理论的干预计划来提高阅读和数学技能。