PASS理论——一种新的智力认知过程观  

PASS Theory─A New Intelligent Cognitive Process Viewpoint

作　　者：刘明[1] 

机构地区：[1]华东师范大学特殊教育系,上海200062

出　　处：《中国特殊教育》2004年第1期10-13,共4页Chinese Journal of Special Education

摘　　要：智力的理论与测量研究是心理发展与教育中一项经久不衰的议题。认知心理学的蓬勃发展为智力研究提供了新的视角。“计划 -注意 -同时性加工 -继时性加工”PASS模型以信息加工心理学和Luria关于大脑机能分区的神经心理学观点为基石 ,强调智力由多种相互独立的认知过程构成 ,而不是一般因素的观点。以PASS为基础编制的实践工具———认知评估系统CAS和PASS补救方案PREP克服了传统智力测量工具的不足 ,为全面了解儿童的认知过程提供了有效的工具。The research on intelligence theory and measure methodology is an important issue in the domain of psychological development and education. The evolution of the Cognitive Psychology opens up a new prospect for the intelligence research. Taking the viewpoints of information processing psychology and Luria’s neuropsychology about partitioned cerebral function as a cornerstone, PASS model involving “Plan, Attention, Simultaneous Processing and Successive Processing” emphasizes that intelligence consists of many kinds of relative independent cognitive process rather than the viewpoints of general factors. This paper illustrates that the practical tool that raised from the PASS theory,─ Cognitive Assessment System (CAS) and PASS Compensation Project (PREP) are becoming effective implements for understanding children’s cognitive process as a whole, which overcomes the shortcoming of the traditional intelligence measure methodology.

关 键 词：PASS理论 智力认知论 智力评估 PREP 特殊教育 弱智儿童教育 

分 类 号：B848.5[哲学宗教—心理学] G764[文化科学—特殊教育学]