Cognitive processes in PASS model and social-emotional competence among Pupils with verbal, non-verbal learning difficulties and normal in the primary stage

The aim of the research is to reveal and explain the differences in cognitive processes using the PASS model (planning- attention- successive processing- careful processing) and social-emotional competence among students with verbal, non-verbal and normal learning difficulties in the primary stage, as well as revealing the correlation between cognitive processes and social-emotional competence in a sample Research and predictability of social-emotional efficiency through cognitive processes.
The research sample consisted of (96) male and female students of the fifth grade of primary school, their ages ranged between 10.22-10.98 years, with an average age of 10.48 years and a standard deviation of ±0.34 years, (34) male and female students with verbal learning difficulties, (22) male and female students With non-verbal learning difficulties, (40) ordinary male and female students.
The research tools included a general mental ability test (9-11 years) prepared by Musa (2002), a battery of tests for diagnosing verbal and nonverbal learning difficulties, prepared by Al-Nagar and Taha (2018), the CAS Cognitive Assessment System Scale, authored by Naglieri & Das (1997) prepared Al-Deeb (2006), and the Emotional Social Efficiency Scale, translated by Al-Banna and Al-Nagar (2020), and the research relied on the descriptive methodology.
The results of the research indicated that there were statistically significant differences between students with verbal, non-verbal and normal difficulties in cognitive processes using the PASS model (planning - attention - successive preparation - careful preparation) and social-emotional competence in favor of the ordinary, and between those with verbal and non-verbal learning difficulties in the process of careful processing and efficiency. Social-emotional in favor of those with verbal learning difficulties, and in favor of those with non-verbal learning difficulties in the process of sequential processing.