ABSTRACT The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children (70 females, 72 males; Mage = 127.41 months, SD = 10.76) were assessed on PASS processes as well as on reading and mathematics. Results of regression analyses showed that planning was a significant predictor of both reading and mathematics. In addition, simultaneous processing predicted mathematics and successive processing predicted reading. These findings suggest that when intelligence is operationalized on the basis of neurocognitive processes it can explain individual differences in academic achievement even among a restricted range of high ability students.

中文翻译：

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智力天赋儿童认知过程与阅读和数学成绩的关系

摘要 本研究的目的是检验智力的计划、注意、同时和连续 (PASS) 处理理论的组成部分是否能预测一群智力天才儿童的阅读和数学能力。142 名智力天赋儿童（70 名女性，72 名男性；法师 = 127.41 个月，SD = 10.76）接受了 PASS 过程以及阅读和数学的评估。回归分析的结果表明，计划是阅读和数学的重要预测因素。此外，同时处理预测数学和连续处理预测阅读。