Naglieri Jack A, Otero Tulio M
Department of Psychology, George Mason University, Fairfax, VA 22030, USA.
Department of Psychology, California Southern University, Chandler, AZ 85286, USA.
J Intell. 2024 Aug 6;12(8):77. doi: 10.3390/jintelligence12080077.
The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive Assessment System, 2nd Edition. We also discuss validity issues such as equitable assessment of intelligence, using PASS scores to examine a pattern of strengths and weaknesses related to academic variability and diagnosis, and the utility of PASS scores for intervention. We provide summaries of the research that informs our suggestions that intelligence testing should be theory-based, not constrained by the seminal work of test developers in the early 1900s, and neurocognitive processes should be measured based on brain function.
本文的目的是描述智力的PASS理论形成的背景，以及该理论被用于指导认知评估系统构建的原因，还有认知评估系统第二版的几个版本。我们还讨论了效度问题，如智力的公平评估、使用PASS分数来检查与学业差异和诊断相关的优势与劣势模式，以及PASS分数在干预方面的效用。我们总结了相关研究，这些研究为我们的建议提供了依据，即智力测试应基于理论，不受20世纪初测试开发者开创性工作的限制，并且神经认知过程应基于脑功能进行测量。
