Ann Jefferson
- Published in print:
- 2014
- Published Online:
- October 2017
- ISBN:
- 9780691160658
- eISBN:
- 9781400852598
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691160658.003.0015
- Subject:
- Literature, Criticism/Theory
This chapter discusses the measurement of genius in Alfred Binet's “measuring scale of intelligence,” which he devised and successively refined between 1905 and 1911 (the year he died). Here, the ...
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This chapter discusses the measurement of genius in Alfred Binet's “measuring scale of intelligence,” which he devised and successively refined between 1905 and 1911 (the year he died). Here, the chapter shows how experimental psychology had its own part to play in forming the basis of the child prodigy. And Binet's invention put France at the forefront of developmental psychology. In the words of the American introduction to the 1916 translation of Les Idées modernes sur les enfants, Binet's measuring scale was a “magnum opus” whose rapid acceptance worldwide was “little less than marvelous.” This invention established a language in which genius could be quantified, and precocity plotted against scientifically established developmental norms.Less
This chapter discusses the measurement of genius in Alfred Binet's “measuring scale of intelligence,” which he devised and successively refined between 1905 and 1911 (the year he died). Here, the chapter shows how experimental psychology had its own part to play in forming the basis of the child prodigy. And Binet's invention put France at the forefront of developmental psychology. In the words of the American introduction to the 1916 translation of Les Idées modernes sur les enfants, Binet's measuring scale was a “magnum opus” whose rapid acceptance worldwide was “little less than marvelous.” This invention established a language in which genius could be quantified, and precocity plotted against scientifically established developmental norms.
C. J. Brainerd and V. F. Reyna
- Published in print:
- 2005
- Published Online:
- January 2008
- ISBN:
- 9780195154054
- eISBN:
- 9780199868384
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195154054.003.0001
- Subject:
- Psychology, Cognitive Psychology
This chapter describes the historical roots of false-memory research. Although the systematic study of false memory in normal subjects is a comparatively recent phenomenon, the history of psychology ...
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This chapter describes the historical roots of false-memory research. Although the systematic study of false memory in normal subjects is a comparatively recent phenomenon, the history of psychology presents a few examples of connected programs of research on this topic. The three most comprehensive examples are discussed: Alfred Binet's career-long interest in the suggestive forms of questioning that are commonplace in the legal arena, Jean Piaget's studies of constructive memory in children, and F. C. Bartlett's studies of repeated recall of narrative text by adults.Less
This chapter describes the historical roots of false-memory research. Although the systematic study of false memory in normal subjects is a comparatively recent phenomenon, the history of psychology presents a few examples of connected programs of research on this topic. The three most comprehensive examples are discussed: Alfred Binet's career-long interest in the suggestive forms of questioning that are commonplace in the legal arena, Jean Piaget's studies of constructive memory in children, and F. C. Bartlett's studies of repeated recall of narrative text by adults.
Richardson John T. E.
- Published in print:
- 2011
- Published Online:
- November 2015
- ISBN:
- 9780231141680
- eISBN:
- 9780231512114
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231141680.003.0004
- Subject:
- Psychology, Cognitive Psychology
This chapter focuses on attempts to measure intelligence during the late nineteenth century. Developments in the measurement of intelligence came at a time when researchers were seeking to ...
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This chapter focuses on attempts to measure intelligence during the late nineteenth century. Developments in the measurement of intelligence came at a time when researchers were seeking to demonstrate the heritability of intelligence and practitioners were seeking to classify people as mentally normal or deficient. Francis Galton was one of the first to implement practical methods of measuring intelligence. Galton’s research encouraged James McKeen Cattell, an American student, to use the same techniques to investigate variations in performance across different people. Aside from the research carried out by Galton and Cattell, this chapter considers the work of Victor Henri, Henry Herbert Goddard, Lewis Madison Terman, and Edmund Burke Huey. It also looks at the introduction of Alfred Binet and Théodore Simon’s intelligence tests to the United States.Less
This chapter focuses on attempts to measure intelligence during the late nineteenth century. Developments in the measurement of intelligence came at a time when researchers were seeking to demonstrate the heritability of intelligence and practitioners were seeking to classify people as mentally normal or deficient. Francis Galton was one of the first to implement practical methods of measuring intelligence. Galton’s research encouraged James McKeen Cattell, an American student, to use the same techniques to investigate variations in performance across different people. Aside from the research carried out by Galton and Cattell, this chapter considers the work of Victor Henri, Henry Herbert Goddard, Lewis Madison Terman, and Edmund Burke Huey. It also looks at the introduction of Alfred Binet and Théodore Simon’s intelligence tests to the United States.
Andreas Mayer
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780226057958
- eISBN:
- 9780226058009
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226058009.003.0004
- Subject:
- History, History of Science, Technology, and Medicine
The controversy between Jean-Martin Charcot's Paris school and Hippolyte Bernheim's Nancy school resulted in the dismissal of the facts of the former's grand hypnotisme as mere artifacts. Charcot ...
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The controversy between Jean-Martin Charcot's Paris school and Hippolyte Bernheim's Nancy school resulted in the dismissal of the facts of the former's grand hypnotisme as mere artifacts. Charcot attempted to counter the dematerialization of hypnosis experimentation cultivated by Bernheim and his group using a number of strategies to prove the validity and superiority of the experimental system developed at the Salpêtrière. This chapter focuses on a decisive moment at the height of the controversy between Charcot and Bernheim: the strategies associated with the Musée Charcot at the Salpêtrière Hospital in Paris and its heterogeneous collection of objects in debunking Hippolyte Bernheim's assertions. It looks at the experiments conducted by Alfred Binet, a young psychologist, and Charles Féré, a doctor, as well as the increasingly complex strategies employed to address the problem of erotic relations between research subjects and experimenters. It also discusses the hypnotic experiments that were carried out at the museum and Binet's coinage of the concept of fetishism.Less
The controversy between Jean-Martin Charcot's Paris school and Hippolyte Bernheim's Nancy school resulted in the dismissal of the facts of the former's grand hypnotisme as mere artifacts. Charcot attempted to counter the dematerialization of hypnosis experimentation cultivated by Bernheim and his group using a number of strategies to prove the validity and superiority of the experimental system developed at the Salpêtrière. This chapter focuses on a decisive moment at the height of the controversy between Charcot and Bernheim: the strategies associated with the Musée Charcot at the Salpêtrière Hospital in Paris and its heterogeneous collection of objects in debunking Hippolyte Bernheim's assertions. It looks at the experiments conducted by Alfred Binet, a young psychologist, and Charles Féré, a doctor, as well as the increasingly complex strategies employed to address the problem of erotic relations between research subjects and experimenters. It also discusses the hypnotic experiments that were carried out at the museum and Binet's coinage of the concept of fetishism.
Michael E. Staub
- Published in print:
- 2018
- Published Online:
- September 2019
- ISBN:
- 9781469643595
- eISBN:
- 9781469643618
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469643595.003.0007
- Subject:
- History, African-American History
In 1905 French physiological psychologist Alfred Binet pioneered a “metrical scale of intelligence,” a practical and easily administered system for establishing a child’s capacity to perform complex ...
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In 1905 French physiological psychologist Alfred Binet pioneered a “metrical scale of intelligence,” a practical and easily administered system for establishing a child’s capacity to perform complex mental processes. Binet did not intend his intelligence test—or the score that the test yielded—to be anything more than a method to identify, and thus to assist, children who experienced difficulties with learning. When the concept of IQ arrived on American shores, it rapidly became racialized. That the racialization of mental testing came so powerfully to thrive in the United States was due in no small part, as Stephen Jay Gould has shown, to the growing prestige and influence of the discipline of psychology in the early decades of the twentieth century, the consequences of which live on – however inadvertently – into the twenty-first centuryLess
In 1905 French physiological psychologist Alfred Binet pioneered a “metrical scale of intelligence,” a practical and easily administered system for establishing a child’s capacity to perform complex mental processes. Binet did not intend his intelligence test—or the score that the test yielded—to be anything more than a method to identify, and thus to assist, children who experienced difficulties with learning. When the concept of IQ arrived on American shores, it rapidly became racialized. That the racialization of mental testing came so powerfully to thrive in the United States was due in no small part, as Stephen Jay Gould has shown, to the growing prestige and influence of the discipline of psychology in the early decades of the twentieth century, the consequences of which live on – however inadvertently – into the twenty-first century
Michael E. Martinez
- Published in print:
- 2013
- Published Online:
- March 2015
- ISBN:
- 9780199781843
- eISBN:
- 9780190256050
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199781843.003.0001
- Subject:
- Psychology, Developmental Psychology
This chapter explains why intelligence is a crucial factor in success. More specifically, it explores the role of intelligence in human effectiveness in school, in the workplace, and in everyday ...
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This chapter explains why intelligence is a crucial factor in success. More specifically, it explores the role of intelligence in human effectiveness in school, in the workplace, and in everyday life. It first traces the historical roots of the scientific study of intelligence, with particular reference to Francis Galton's contributions to the science of human traits and Alfred Binet's development of the first IQ test. It then considers the threshold hypothesis and asks whether intelligence can be improved and why it should be improved. The chapter argues that human intelligence is now the most important human resource of the twenty-first century, noting the economic value of intelligent minds as shown by data showing that more education usually translates to better pay. This pay gap is commonly known as the wage premium or earnings differential. Finally, the chapter examines two reasons why the human intellect seems to be unrivaled: it is the world's best in problem solving and is capable of coordinating work that requires facile social interaction.Less
This chapter explains why intelligence is a crucial factor in success. More specifically, it explores the role of intelligence in human effectiveness in school, in the workplace, and in everyday life. It first traces the historical roots of the scientific study of intelligence, with particular reference to Francis Galton's contributions to the science of human traits and Alfred Binet's development of the first IQ test. It then considers the threshold hypothesis and asks whether intelligence can be improved and why it should be improved. The chapter argues that human intelligence is now the most important human resource of the twenty-first century, noting the economic value of intelligent minds as shown by data showing that more education usually translates to better pay. This pay gap is commonly known as the wage premium or earnings differential. Finally, the chapter examines two reasons why the human intellect seems to be unrivaled: it is the world's best in problem solving and is capable of coordinating work that requires facile social interaction.
Steven J. Osterlind
- Published in print:
- 2019
- Published Online:
- January 2019
- ISBN:
- 9780198831600
- eISBN:
- 9780191869532
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198831600.003.0016
- Subject:
- Mathematics, Logic / Computer Science / Mathematical Philosophy
This chapter is devoted to describing the notables of psychometrics and psychological testing and how their efforts contributed to quantification. By this point, quantification is decidedly moving ...
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This chapter is devoted to describing the notables of psychometrics and psychological testing and how their efforts contributed to quantification. By this point, quantification is decidedly moving into realms of psychology and sociology. This chapter focuses on the largest evidence for this: educational testing and psychological testing. It addresses the very personal nature of such tests, and cites many kinds of such test, including in the cognitive behavioral and psychomotor domains. A very brief introduction to reliability and validity is given, with a focus on psychometric analyses. Most of the chapter is devoted to describing the contributions of four individuals who were instrumental to founding modern testing: Francis Galton, Wilhelm Wundt, James McKeen Cattell, and Alfred Binet.Less
This chapter is devoted to describing the notables of psychometrics and psychological testing and how their efforts contributed to quantification. By this point, quantification is decidedly moving into realms of psychology and sociology. This chapter focuses on the largest evidence for this: educational testing and psychological testing. It addresses the very personal nature of such tests, and cites many kinds of such test, including in the cognitive behavioral and psychomotor domains. A very brief introduction to reliability and validity is given, with a focus on psychometric analyses. Most of the chapter is devoted to describing the contributions of four individuals who were instrumental to founding modern testing: Francis Galton, Wilhelm Wundt, James McKeen Cattell, and Alfred Binet.