“…Several studies have established that planning, attention, simultaneous, and successive (PASS) neurocognitive processes as measured by the cognitive assessment system (CAS; Naglieri & Das, 1997) are significant predictors of academic achievement across languages (e.g., English: Das et al, 2008;Greek: Papadopoulos, 2001;Chinese: Wang et al, 2012), ethnicities (e.g., Naglieri et al, 2007), and developmental levels (e.g., Naglieri & Rojahn, 2004). Importantly, Georgiou et al (2020) reported meta-analytic results showing correlations between PASS scores and reading or math that were significantly stronger than correlations reported in previous meta-analyses for other measures of intelligence. They concluded that "there are significant benefits if we conceptualize intelligence as a constellation of cognitive processes that are linked to the functional organization of the brain" (p. 10).…”