Mathematical Learning Difficulties and PASS Cognitive Processes
This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD...
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| Veröffentlicht in: | Journal of learning disabilities 2003-11, Vol.36 (6), p.574-582 |
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| creator | Kroesbergen, Evelyn H. Van Luit, Johannes E. H. Naglieri, Jack A. |
| description | This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses. |
| doi_str_mv | 10.1177/00222194030360060801 |
| format | Article |
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H. ; Naglieri, Jack A.</creator><creatorcontrib>Kroesbergen, Evelyn H. ; Van Luit, Johannes E. H. ; Naglieri, Jack A.</creatorcontrib><description>This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses.</description><identifier>ISSN: 0022-2194</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/00222194030360060801</identifier><identifier>PMID: 15493439</identifier><identifier>CODEN: JLDIAD</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Academic Achievement ; Attention ; Attention Control ; Automation ; Biological and medical sciences ; Child ; Child clinical studies ; Cognition ; Cognition & reasoning ; Cognitive ability ; Cognitive Processes ; Developmental disorders ; Disability Identification ; Dutch language ; Early intervention ; Education, Special ; Elementary School Mathematics ; Elementary Secondary Education ; Female ; Foreign Countries ; Humans ; Intelligence Quotient ; Intelligence Tests ; Intervention ; Learning ; Learning Disabilities ; Learning disorders ; Learning Disorders - psychology ; Learning Problems ; Long Term Memory ; Male ; Mathematical Aptitude ; Mathematics ; Mathematics Achievement ; Mathematics Education ; Mathematics Skills ; Medical sciences ; Memory ; Metacognition ; Models, Psychological ; Multiplication ; Netherlands ; PASS Model (Luria) ; Problem Solving ; Psychology. 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Psychiatry ; Reading Difficulties ; Schools ; Sequential Learning ; Short Term Memory ; Special education ; Stimuli ; Students ; Teaching ; Word Problems (Mathematics)</subject><ispartof>Journal of learning disabilities, 2003-11, Vol.36 (6), p.574-582</ispartof><rights>2004 INIST-CNRS</rights><rights>Copyright PRO-ED Journals Nov/Dec 2003</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c454t-6f3a527fff259c587c81c1cf93cb76431a68cb68fa0ed215c7637f697160ede73</citedby><cites>FETCH-LOGICAL-c454t-6f3a527fff259c587c81c1cf93cb76431a68cb68fa0ed215c7637f697160ede73</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/00222194030360060801$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/00222194030360060801$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,12846,21819,27924,27925,30999,31000,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ679496$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=15272191$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15493439$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Kroesbergen, Evelyn H.</creatorcontrib><creatorcontrib>Van Luit, Johannes E. H.</creatorcontrib><creatorcontrib>Naglieri, Jack A.</creatorcontrib><title>Mathematical Learning Difficulties and PASS Cognitive Processes</title><title>Journal of learning disabilities</title><addtitle>J Learn Disabil</addtitle><description>This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses.</description><subject>Academic Achievement</subject><subject>Attention</subject><subject>Attention Control</subject><subject>Automation</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child clinical studies</subject><subject>Cognition</subject><subject>Cognition & reasoning</subject><subject>Cognitive ability</subject><subject>Cognitive Processes</subject><subject>Developmental disorders</subject><subject>Disability Identification</subject><subject>Dutch language</subject><subject>Early intervention</subject><subject>Education, Special</subject><subject>Elementary School Mathematics</subject><subject>Elementary Secondary Education</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Humans</subject><subject>Intelligence Quotient</subject><subject>Intelligence Tests</subject><subject>Intervention</subject><subject>Learning</subject><subject>Learning Disabilities</subject><subject>Learning disorders</subject><subject>Learning Disorders - psychology</subject><subject>Learning Problems</subject><subject>Long Term Memory</subject><subject>Male</subject><subject>Mathematical Aptitude</subject><subject>Mathematics</subject><subject>Mathematics Achievement</subject><subject>Mathematics Education</subject><subject>Mathematics Skills</subject><subject>Medical sciences</subject><subject>Memory</subject><subject>Metacognition</subject><subject>Models, Psychological</subject><subject>Multiplication</subject><subject>Netherlands</subject><subject>PASS Model (Luria)</subject><subject>Problem Solving</subject><subject>Psychology. 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H.</au><au>Naglieri, Jack A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ679496</ericid><atitle>Mathematical Learning Difficulties and PASS Cognitive Processes</atitle><jtitle>Journal of learning disabilities</jtitle><addtitle>J Learn Disabil</addtitle><date>2003-11-01</date><risdate>2003</risdate><volume>36</volume><issue>6</issue><spage>574</spage><epage>582</epage><pages>574-582</pages><issn>0022-2194</issn><eissn>1538-4780</eissn><coden>JLDIAD</coden><abstract>This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><pmid>15493439</pmid><doi>10.1177/00222194030360060801</doi><tpages>9</tpages></addata></record> |
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| subjects | Academic Achievement Attention Attention Control Automation Biological and medical sciences Child Child clinical studies Cognition Cognition & reasoning Cognitive ability Cognitive Processes Developmental disorders Disability Identification Dutch language Early intervention Education, Special Elementary School Mathematics Elementary Secondary Education Female Foreign Countries Humans Intelligence Quotient Intelligence Tests Intervention Learning Learning Disabilities Learning disorders Learning Disorders - psychology Learning Problems Long Term Memory Male Mathematical Aptitude Mathematics Mathematics Achievement Mathematics Education Mathematics Skills Medical sciences Memory Metacognition Models, Psychological Multiplication Netherlands PASS Model (Luria) Problem Solving Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reading Difficulties Schools Sequential Learning Short Term Memory Special education Stimuli Students Teaching Word Problems (Mathematics) |
| title | Mathematical Learning Difficulties and PASS Cognitive Processes |
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