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Planning is the ability to make decisions about how to solve problems and perform actions. It involves setting goals, anticipating consequences, and using feedback.(Karnes & Stephens, 2008)
Planning is something that is used all the time in Education. We set goals for our students, anticipate how students will perform and then use the data/feedback to guide our teaching practices.
Let's say you tell your students that they will be taking a test. You tell them that they should study chapter three. Arousal forces the students to focus their attention on reading/learning chapter three.
Attention/Arousal involves the ability to selectively attend to stimuli while ignoring other distractions. (Karnes & Stephens, 2008)
Too much or too little arousal would interfere with attention.
This model was developed by J.P. Das, Jack Naglieri, and Kirby. (Das, Kirby, & Jarman, 1975; Das, Naglieri, & Kirby, 1994). This theory challenges the "g" theory on grounds that neuropsychological research has consistently demonstrated According to this model, intellectual activity involves the interdependent functions of four neurological systems, called the inter-related cognitive processes of the brain.
The four cognitive processes are responsible for planning, arousal/attention, simultaneous processing, and successive processing. (Karnes & Stephens, 2008)
Let's take a closer look at each of these cognitive processes and how they impact education.
Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive processes: the PASS theory of intelligence. Boston: Allyn and Bacon.
Karnes, F. A., & Stephens, K. R. (2008). Achieving excellence: educating the gifted and talented. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
PASS theory of intelligence. (n.d.). Retrieved January 17, 2017, from https://en.wikipedia.org/wiki/PASS_theory_of_intelligence (picture)
Prezi Inc. (n.d.). Retrieved January 19, 2017, from https://prezi.com/
Successive processing involves the ability to integrate stimuli into sequential order.
Learning numbers and the alphabet are examples of successive processing.
Simultaneous processing involved the ability to integrate separate stimuli into a cohesive, interrelated whole. Simultaneous processing is necessary for language comprehension. This also involves the ability to integrate stimuli into sequential order. (Karnes & Stephens, 2008)
For example, your class just finished reading a story. You ask them to write a different ending to the story.