The Equivalence Between Measures of Cognitive Planning and its Relationship with Measures of Processing Speed
DOI:
https://doi.org/10.37226/rcp.v6i1.6005Keywords:
CHC theory, Cognitive planning, PASS theory, Processing speedAbstract
The purpose of this study was to examine the differences between the operationalizations of planning ability of the Cognitive Assessment 2: Español and the Woodcock Muñoz III: Test of Cognitive Abilities, and its relationship with the measure of processing speed. A secondary analysis was conducted with a sample of 32 first-grade students from two schools in the metropolitan area of Puerto Rico. The results show a statistically significant difference, t(31) = -7.50, p < .001, between the Planning Scale in the CAS2:ES and the Planning Test in the WM III COG of 20.97 points, IC 95% [-26.67, - 15.26]. Additionally, the Planning Scale presented a moderately strong relationship with the Speed/Fluency Index, r = .44, IC 95% [0.04, 0.73]. The Planning test does not appear to be related to the Speed/Fluency Index, or with Cognitive Fluency. These findings suggest that these tests of cognitive planning are not equivalent and should not be used interchangeably in formal assessment. It is also recommended that practitioners consider the impact processing speed may have on performance when evaluating cognitive planning with the CAS2: ES.
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Copyright (c) 2022 Giselle Cordero, Mario Bermonti Pérez, Manuel González González, Imalay Cruz Figueroa, José Ramos Carrasquillo, Nilda Medina Santiago
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