Pd. Warrick et Ja. Naglieri, GENDER DIFFERENCES IN PLANNING, ATTENTION, SIMULTANEOUS, AND SUCCESSIVE (PASS) COGNITIVE-PROCESSES, Journal of educational psychology, 85(4), 1993, pp. 693-701
Gender differences on academic and intelligence tests have been the fo
cus of a large body of literature that has often left basic questions
unanswered. Recently, researchers have suggested that sex-related diff
erences be examined from a theoretical view of ability related to neur
ological models of cognitive functioning. This study applied the plann
ing, attention, simultaneous. successive (PASS) cognitive processing m
odel, based on the neuropsychological work of A. R. Luria (1973), to t
he study of gender differences for 3 samples of boys and girls. Girls
significantly outperformed boys on attention tasks at Grade 3 (n = 67)
and on planning tests at Grade 6 (n = 66). These findings suggest tha
t the PASS model offers a viable approach to the conceptualization of
cognitive processes that may prove especially useful in understanding
sex-related differences in cognitive and academic performance.