How Your Brain Learns

In educational psychology, theories about how the brain processes information have long influenced teaching practices and curriculum development. One such influential framework is the PASS theory, developed from the work of Soviet neuropsychologist Alexander Luria and later expanded by J.P. Das, Jack A. Naglieri, and Kirby. PASS stands for Planning, Attention, Simultaneous, and Successive—four distinct but interrelated cognitive processes underlie human intelligence and learning (Das, Naglieri, & Kirby, 1994). Rather than viewing intelligence as a single, unified trait, the PASS theory proposes a functional model of cognition that reflects how different brain regions support different mental operations.

This model has profound implications for approaching individual learning differences, instructional design, and educational assessment. Understanding the PASS model allows educators to tailor interventions that strengthen specific cognitive processes rather than relying solely on traditional IQ-based approaches.

Origins of the PASS Theory: Luria's Neuropsychological Framework

Alexander Luria, a pioneer in neuropsychology, proposed that the brain consists of three central functional units (Luria, 1973). These units—responsible for arousal and attention, processing and storing information, and planning and regulating behavior—form the basis of the PASS model.

Building on Luria's model, Das, Naglieri, and Kirby (1994) restructured cognitive processing into four domains:

1. Planning: This refers to goal-setting, decision-making, and self-monitoring.
2. Attention: The capacity to selectively attend to relevant stimuli while inhibiting distractions.
3. Simultaneous Processing: The ability to integrate separate stimuli into a unified whole, essential for understanding spatial and logical relationships.
4. Successive Processing: Sequential information processing is crucial for language comprehension and phonological decoding.

These processes are viewed as dynamic and interdependent, forming the building blocks of cognitive functioning across tasks and domains.

Educational Implications of the PASS Model

Cognitive Strength-Based Instruction

One of the most important contributions of the PASS theory is its shift from a fixed view of intelligence to a process-oriented approach. Traditional intelligence tests often emphasize verbal and mathematical reasoning, failing to capture the multifaceted nature of human cognition. In contrast, assessments based on the PASS model—such as the Cognitive Assessment System (CAS2)—help educators identify students' cognitive profiles, enabling strength-based instruction (Naglieri, Das, & Goldstein, 2014).

For example, a child with strong simultaneous processing skills but weak successive processing may excel in visual-spatial tasks but struggle with reading fluency. In this case, interventions might focus on phonological training while leveraging the student's strengths in visual processing for comprehension tasks.

Supporting Students With Learning Disabilities

PASS theory offers a neuropsychological lens through which learning disabilities can be better understood and addressed. Children with ADHD, for instance, often exhibit impairments in attention and planning, leading to inconsistent academic performance. Rather than attributing these struggles to low intelligence, PASS emphasizes how deficits in specific processing areas can hinder learning despite average or even high general intelligence.

Interventions based on PASS would aim to strengthen attention control and self-regulation through structured routines, metacognitive strategies, and environmental modifications (Das & Misra, 2015). This approach is more individualized and neurodevelopmentally informed than traditional remediation strategies.

Curriculum Design and Executive Function

Executive function skills—planning, self-monitoring, and task flexibility—are increasingly recognized as crucial for academic success. The Planning component of PASS closely aligns with these executive functions. Schools incorporating project-based learning, inquiry-driven instruction, and reflective journaling provide opportunities for students to practice and develop planning skills.

Education Essential Reads

Is Cognitive Science Really Helping in the Classroom?

What Presidents Read

Additionally, attention training programs and mindfulness-based curricula can support the Attention component of the model. Recognizing these cognitive processes within curriculum design ensures students gain content knowledge and develop the tools to navigate complex learning tasks.

Bridging Brain Science and the Classroom: Why PASS Matters Now More Than Ever

The PASS theory of intelligence marks a significant evolution in understanding how our brains support learning. By focusing on functional systems rather than generalized intelligence, the theory aligns more closely with current neuroscience and cognitive psychology knowledge. It provides educators with a practical, flexible framework to assess cognitive strengths and tailor interventions accordingly. As education continues to move toward personalization and inclusivity, models like PASS offer a promising path forward in bridging neuroscience and pedagogy.