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Cognitive Assessment System : Rede fi ning Intelligence From a Neuropsychological Perspective

Luria’s theoretical account of dynamic brain function is perhaps one of the most complete (Lewandowski & Sco , 2008). Luria conceptualized four interconnected levels of brain–behavior relationships and neurocognitive disorders that the clinician needs to know: the structure of the brain, the functional organization based on structure, syndromes and impairments arising in brain disorders, and clinical methods of assessment (Korkman, 1999). His theoretical formulations, methods, and ideas are articulated in works such as Higher cortical functions in man (1966, 1980) and The Working Brain (1973). Luria viewed the brain as a functional mosaic, the parts of which interact in different combinations to subserve cognitive processing (Luria, 1973). There is no area of the brain that functions without input from other areas; thus, integration is a key principle of brain function within the Lurian framework. Cognition and behavior then result from an interaction of complex brain activity across various areas. Luria’s (1966, 1973, 1980) research on the functional aspects of brain structures formed the basis for the development of the planning, a ention, simultaneous, successive processing (PASS) theory, initially described by Das, Naglieri, and Kirby (1994) and operationalized by Naglieri and Das (1997a) in the Cognitive Assessment System (CAS). In the Lurian framework, cognitive functions, such as a ention, executive functions, language, sensory perception, motor function, visuospatial facilities, and learning and memory, are complex capacities. They are composed of fl exible and interactive subcomponents that are mediated by equally fl exible, interactive, neural networks (Luria, 1962, 1980). These cognitive functions could be conceptualized as three separate but connected “functional units” that provide four basic psychological processes. The three brain systems are referred to as INTRODUCTION