Simultaneous Successive Model of Intelligence

The PASS theory is an alternative to established techniques measuring intelligence that include verbal, nonverbal, and quantitative exams. This idea not only broadens the notion of what “abilities” should be tested but also emphasises basic psychological processes and excludes verbal accomplishment assessments such as vocabulary. Das, Nagliery, and Kirby established the Planning, Attention-Arousal, Simultaneous, and Successive (PASS) theory of intelligence. The linkage of PASS processes to the brain is useful in understanding the loss of sequential and planning abilities owing to ageing in a study of patients with Down’s Syndrome, for example. The PASS theory serves as the theoretical foundation for the Das-Naglieri measuring instrument.

Parts of PASS Theory

These three units are in charge of planning, arousal/attention, and simultaneous processing. These PASS procedures are interactive in nature, yet each serves a specific purpose.

Attention-Arousal: This process is fundamental to all behaviour and is handled by the brain’s first functional unit, which includes the capacity to selectively attend to inputs while ignoring other distractions. People are kept awake and aware through arousal. The brainstem and thalamus are thought to be involved in arousal activities. Individuals suffering from Attention Deficit Disorder (ADD) have difficulties in this area. An appropriate degree of arousal directs our attention to the most important aspect of a situation.

Simultaneous Processing: This refers to our ability to integrate disparate stimuli/information into our knowledge system as a cohesive whole. These processes are regarded to be vital for the occipital and parietal lobes. In Raven’s Progressive Matrices (RPM) Test, for example, a layout is provided with one of its parts eliminated. We must select one of the six possibilities that complete the design. Simultaneous processing aids us in determining the link between the abstract objects presented. The occipital and parietal lobes work together to process information at the same time.

Successive processing: The capacity to combine stimuli/information into sequential order is referred to as Successive Processing. Learning numerals, alphabetic characters, multiplication and division, and so on are all instances of sequential processing. This sort of processing is associated with the temporal lobe.

Planning: Planning is an individual’s capacity to make judgments on solving issues and carrying out tasks. It entails identifying objectives, devising strategies to achieve those goals, and predicting the repercussions of those strategies. The frontal lobes of the brain are connected with planning.

Characteristics of PASS theory

• Pass theory distinguishes itself by testing intelligence as a series of cognitive processes.
• The PASS intelligence theory investigates the key processes.
• The PASS intelligence theory aids us in the resolution of preparatory problems.

Cognition is a dynamic process that operates within the context of the individual’s knowledge base, reacts to, and is susceptible to developmental variations. When we measure cognitive processes, we are concerned with effective processing.

Despite the fact that these approaches are interconnected and long-lasting, they are not used in all tasks. As a result, cognitive evaluation tasks for planning, attention, simultaneous, and successive processing were created to adhere to PASS theory and frequently need a specific cognitive process.

The capabilities of reading, mathematics and achievement for children aged 8 to 17 years were established using the CAS PASS theory measures (Cognitive Assessment System). Furthermore, eight reading and five maths groups were identified and illustrated using demographics and general ability and success levels.

Daniel Goleman’s Emotional Intelligence Theory 

Daniel Goleman’s 1995 book ‘Emotional Intelligence’ pioneered a whole new approach to forecasting and analysing employee productivity. Goleman proposed that ’emotional intelligence,’ a concept coined by Salovey and Mayer (1989), is twice as significant as cognitive intelligence in predicting career success and that conventional determinants of employee performance were now overemphasised. He proposed that high levels of emotional intelligence aid problem-solving abilities, boost efficiency and productivity, and accelerate the development of new tactics. Emotional intelligence, rather than impacting exam results or report writing, determines how we regulate our own emotions and cope with others’ emotions.

Goleman created a performance-based model of emotional intelligence to measure employee levels of emotional intelligence and find opportunities for growth. The model is made up of five parts, which are listed below.

1. Sense of self-awareness

Individuals with high levels of emotional intelligence are at ease with their own ideas and feelings and are aware of how they affect others. Understanding and embracing your feelings is frequently the first step toward conquering them.

2. Self-control

It is also essential to be able to regulate and manage your emotions and urges. Acting rashly or without prudence may lead to blunders and often harms relationships with clients or coworkers.

3. Self-motivation

According to Goleman, getting motivated solely by money or material benefits is not a desirable trait. A genuine interest in what you do is significantly more beneficial to your emotional intelligence. This results in long-term motivation, unambiguous decision-making, and a greater understanding of the organisation’s goals.

4. Empathy

Understanding and reacting to the emotions of others is just as essential as understanding and reacting to your own. Recognising and reacting to a colleague’s or client’s mood or emotion can help you strengthen your connection.

5. Social skills

Being sociable is only one aspect of social skills. According to Goleman, they are “friendliness with a purpose,” which means that everyone is treated nicely and with respect, but good relationships are also exploited for personal and organisational advantage.

Salovey and Mayer’s emotional intelligence theory

Emotional intelligence, according to their definition, is the capacity to interpret information about your own and other people’s emotions. It is also the capacity to apply this knowledge to direct your thoughts and actions.

As a result, emotionally intelligent people are aware of, use, comprehend and regulate their emotions. According to these two writers, in order to be classified as emotionally intelligent, a person must possess four essential abilities:

• Capability to recognise and accurately express one’s own and other people’s emotions
• The capacity to use emotions to facilitate cognition
• Understanding of emotions, emotional language, and emotional signals
• The capacity to control one’s emotions in order to attain one’s goals.

  Conclusion 

  J.P Das, Jack Naglieri, and Kirby created the PASS (Planning, Attention-arousal, and Simultaneous-successive)THEORY of intelligence (1994). They argued that an individual’s intellectual activity is determined by three functional units of the brain. These three units are in charge of planning, arousal/attention, and concurrent/successive processing. These PASS procedures are interactive in nature, yet each serves a specific purpose. Emotional intelligence (EQ) has five components, according to Daniel Goleman’s theory of intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. Emotional intelligence may be used to achieve goals and objectives, as well as to foster a happier and healthier workplace atmosphere.