Analysis of PASS theory-based interventions for improving cognitive processing and learning: a narrative review
Giselle Cordero-Arroyo1*, Mario E. Bermonti-Pérez1, Mary A. Moreno-Torres2 y Wanda C. Rodríguez-Arocho3
1School of Behavioral and Brain Sciences, Ponce Health Sciences University. 2Department of Psychology, Universidad de Puerto Rico, Mayagüez Campus Puerto Rico. 3Department of Psychology, Universidad de Puerto Rico, Río Piedras Campus Puerto Rico.
Address correspondence to:
Giselle Cordero-Arroyo, School
of Behavioral and Brain Sciences,
Ponce Health Sciences University,
PO BOX 7004, Ponce, PR
Objective:The present narrative review focuses on the neurocognitive bases of the PASS theory of intelligence and analyzes studies that test three interventions based on this theory.
Method:A methodological analysis of these studies and the implementation details of the interventions was conducted. The analysis included 17 studies published between 2000 and 2019 that addressed the efficacy of PASS theory interventions for improving cognitive processing and reading and math skills.
Results:This analysis suggests that the interventions improved cognitive processing, specifically successive and simultaneous processing of information. These interventions also improved reading and math skills. The analysis of the interventions’ implementation showed these academic skills and cognitive abilities improved when applied individually or in small groups. Furthermore, this efficacy remained even with a small number of sessions of short duration.
Conclusions:This review provides useful information to support professionals working with the school-aged population in the selection, development, and implementation of neuropsychological interventions based on the PASS Theory to improve cognitive functioning and learning.