COGNITIVE OPERATIONS AND PASS THEORY
PASS Theory presents a view that reconceptualizes intelligence as cognitive operations. This theory bases human cognitive functions on Planning, Attention, Simultaneous and Sequential cognitive processes, which are accepted as processes that form the basis of knowledge (Das et. Al., 1994).
PASS Theory, DAS, NAGLIERI and KIRBY (1994) ) by summarizing today's theoretical and applied psychology fields. DAS et al. (1966, 1970, 1973, 1976, 1980, 1982) reinterpret intelligence based on cognitive views with the PASS Theory, and while doing this, they connect with Luria's views (Das, Kirby, & Jarman, 1979).
Luria is the scientist most cited in American, British and Canadian psychology journals (Solso & Hoffman, 1991, p. 251). Das et al. suggested that PASS cognitive processes are the basic structures of human cognitive functions.
WHO AND WHAT IS IT USED FOR?
In the 5-17 age group, applied to individuals. It has two forms and is divided into 5-7 and 8-17 years old.
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Identification of the Gifted
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Evaluation of Learning Disability
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Attention Deficit and Evaluation of Hyperactivity
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Assessment of Children with Intellectual Disability
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Assessment of Children with Traumatic Brain Injury
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Assessment of Children with Serious Emotional Disorders
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Identification of Children with Planning Problems
HOW TO APPLY ?
CAS test is applied individually. It requires an individual study conducted by the specialist who will administer the test and the child in a room suitable for the test.
FUNCTIONAL SECTIONS
In the CAS test, information processing processes in four functional parts are discussed. received and evaluated. These are:
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Planning
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Concurrency
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Attention
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Succession
THE PLANNING SCALE REFLECTS
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Creating strategies, implementing plans It can be summarized as thinking, prediction of results, impulse control, organization of activities, appropriate planned response to new situations, self-control, self-evaluation, self-observation, strategy use, feedback. REFLECTIONS OF THE SCALE
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To reach an idea from words, to form a whole from parts, to understand the relationship between words, to understand emphasis, to understand concepts and verbal relations, to relate the parts of the stimulus to each other in an understandable and comprehensible whole can be interpreted as
ATTENTION SCALE REFLECTS
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Concentration, focus on essential point, focus on important information, not distraction, selective attention, long attention span duration can be summarized as maintaining effort.
REFLECTIONS OF THE SEQUENTIAL COGNITIVE OPERATIONS SCALE
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Pronunciation of separate sounds in a sequential series, meaningless It can be summarized as comprehending word sequences, doing the planned thing in a certain order, understanding successive stimuli, serial organization of speech, working with sounds in a special sequence, effective use of short-term memory.
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