...Alfred Binet Alfred Binet was a french psychologist who was born in 1857 and died in 1911. He is the inventor of the first usable intelligence test, which is known today as the IQ test. His main goal was to indentify students who needed special attention in when it came to learning. With the help of his collaborator,Theodore Simon, he published the last revision of his intelligence scale right before his death in 1911. Further refinements of the scale were published after his death, but they are all known as IQ tests. He was the only child and was born into a well educated family, his mother an artist and his father was physician. His parents divorced at a young age and he moved to Paris with his mother. He attended law school, and planned on going to medical after earning his degree but later decided that he was more interested in psychology. He became somewhat of a self-taught psychologist by reading books by Charles Darwin, Alexander Bain, and others. In 1894, he conducted one of the first psychological studies into chess, to study the cognitive facilities. He hypothesized that chess depends upon the qualities of psychology in visual memory but after studying chess masters, it was concluded that memory was only the part of cognition in the game process. The line of psychological chess research was later followed up during the 1950s by Reuben Fine and later by Adriaan de Groot. After attending law school and earning his degree in 1878, he got his first formal...
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...involves the ability to think, solve problems, analyze situations, and understand social values, customs, and norms” (Logston, YYYY). Although the different psychologist had different points of views about how to measure intelligence, they all made an impact on intelligence testing in their time period. In this paper we will discuss the men that discovered what kind of test could be used in testing intelligence, who they are, and more about what intelligence is. We will discuss the history of intellectual assessment. We will also discuss how intellectual functioning can have an impact on your personal success. Some of the key figures in intellectual assessment will be discussed in this such as Jene Piaget, David Wechsler, Lewis Terman, and Alfred Binet. Key People in Intellectual Assessments As we begin speaking about the key people in intellectual assessments we ask that you take note in the combination of them all! With the study of only one of these men and their research we wouldn’t fully understand what intelligence is or how it works and builds throughout the stages of our lives. I will start first with Jean Piaget. “Jean Piaget was born in Neuchâtel (Switzerland) on August 9, 1896. He died in Geneva on September 16, 1980” (Ginn, YYYY). Jean Piaget had a lot to do with the intellectual assessment because Piaget discovered that children think and...
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...Intelligences 1. Francis Galton a. Measured head circumferences in a first attempts to measure intelligence 2. Binet-Simon intelligence scale a. Developed by Alfred Binet and Theodore Simon, this test was used to evaluate the performance of children based on a chronological age. This Measure was used to identify the mental quotient and learning potential of that child. Notes. Galton’s was a pioneer in the applied science of eugenics. He took notice to similarities passed down from one family member to the next and believed certain characteristics like intelligence had something to do with cranial circumferences (Galton, 1869). Though, Galton’s methods of investigation may have been valid according the means of the time the judgments made toward these account were more accurate. This improved over time as Galton was able to pioneer his techniques for measuring head sizes. He was also able to identify differences in races as one of the remaining differences based on brain-body allometric regressions (Rushton, 1990). Binet and Simon were asked by the French government to help identify children who may need help with education as new laws made it mandate for all children to attend school. Based on the challenge that presented them they created a series of test questions focusing on a range of measures that the schooling did not teach. During his study, Binet was able to identify that the children ranged in how they answered, some could answer more advanced questions that...
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...assessment will be discussed in this such as Alfred Binet, Jene Piaget, David Wechsler, Lewis Terman, and Jack Neglieri History of Intellectual Assessment Paper The assessment of intelligence started a long time ago in the BC era as time went by the development of intelligence testing increase and some are well respected. Intelligence tests are measures designed to assess the level of cognitive capabilities of an individual compared to other people in a population (Kowalski, R. & Westen, D., 2001). Although the different psychologist had different point of view about how to measure intelligence, they all made a impact on intelligence testing in their time period. The history of intellectual assessment can be trace back over 200 years in an era called foundation by psychologist ranging from Plato 347 BCE to Itard 1838 they formed the foundation for other to explorer in modern intelligence. The next era was called modern foundation the psychologist ranging from Locke to Darwin to Charcot continue to influence the study of intelligence. The third era which was called “The great school” made an impact of the study of intelligence. The psychologists Wundt to Cattell to Edison explorer other countries to profile intelligence and came back to the United States to have a big influence. As this era continue to grow the assessment of intelligence started to develop with a psychologist by the named of Alfred Binet. Alfred Binet describes intelligence as “It seems to us...
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...Alfred Binet was born as Alfredo Binetti on July 1857. Binet was born in France as the only child of a physician father and an artist mother. Binet was the only child and his parents were separated at a young age. Binet then moved to Paris at the age of 15 with his mother. He began his education in law and then graduated from law school in 1879. Binet wanted to enroll in medical school but he then become more interested in the field of psychology. He would read books by Charles Darwin, Alexander Bain and others. Binet then became a researcher. From the year 1891 to 1894 he was associated director of the laboratory of experimental psychology. In 1899 Binet was asked to be one of the members of the tree society for the psychology study of the...
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...that person intelligent. However if asked many people can not define “intelligence”. Sternberg and Detterman in 1986 asked a large number of theorists what intelligence means. They were not able to find two persons to give them the same definition, though all the theorists asked stated that intelligence is the ability of an individual to learn and remember things. Therefore the individual will also will be able to use his knowledge and even put them into practice to solve certain tasks.(Martin et. al. 2010). The modern ideas of intelligence have been formed just before the end of the nineteenth century. This was possible due to work of to important people in psychology; the French Alfred Binet and the English Francis Galton. Alfred Binet was instructed by the French Ministry of Public Instruction to create and develop an intelligence test to check the level of intelligence of children found in the schools. The purpose of this test was to find if the children will perform the intelligence tests designed for their age and if they are up to the level of intelligence they should be at their age. Another important matter of this tests was to find that if there are any children that did not reach the level of intelligence they should have and if those need special education. Therefore in 1905 Binet and Theodore Simon created the Binet-Simon scale, which was the first intelligence test, actually was the base on the development pyramid of intelligence tests.(Maltby et. al. 2010)...
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...learner will bring different skills, experiences and knowledge into the classroom. It is the teacher’s responsibility to make teaching and learning effective and they will need to know the learner as much as possible. A teacher is responsible for meeting the needs of different individuals or different groups of students who are learning together at any time. It is essential that a teacher must find a method of differentiating between learners in order to personalise learning to individual needs. This can be done by introducing a number of Initial and diagnostic assessments at the start of the students learning. It is an essential part of the learners needs to carry out assessments and was recognised as far back as 1904 when Alfred Binet, a French psychologist, developed the first intelligence test, which was to spark of the interest in individual variations. Since 1904 there have been many different tools developed to define the differences in learning styles (http://www.ehow.com/about_5381758_history-learning-styles). A) Identify a range of initial and diagnostic assessment tools: Initial and diagnostic assessments should involve a range of different styles and approaches, as each assessment will enable you to learn more about your student skills and identify their individual needs. There are a number of initial diagnostic assessments that a teacher can use to get to know their learner i.e. talking to the learner during an initial interview, paper based and computer...
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...Intelligence is a construct, not a thing (eysenck 1979; Humphreys), as a result it is difficult to arrive ar a definition of ability/intelligence. Rather it is defined based on the behaviour that indicates various levels of intelligence. It is quite easy to say what make a person intelligent rather than what is intelligence. The concept of intelligence refers to a systematic individual difference in the performance of tasks that involves the manipulation, retrieval, evaluation, or processing of information. Ability Testing – Individual Test Widgor and Garner 1982 States the measurement of ability represent one of the most widespread applications of psychology in everyday life. Ability test range from those that looks at the general mental ability we refer to as intelligence to those that tap specific abilities such as spatial visualization. Measures of general intelligence have the broadest application in that they are used in educational, clinical, and work setting as aid in making a wide variety of decisions. The role of the examiner Psychological testing involves standardization, however in an individual intelligence test standardization is difficult to achieve. • The psychologist presence is seen as a stimuli that will affect ones behaviour • Characteristic of the examiner such as age sex, race physical attractiveness, social and non verbal skills affects a subject’s response. • The behaviour may change based on a response by the examinee...
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...Intelligence has been defined in different ways, including the abilities, but not limited to, abstract thought, understanding, being self aware,communication, reasoning, learning, having emotional knowledge, retaining, planning, and problem solving. Intelligence is most widely studied in humans, but has also been observed in animals and plants. Artificial intelligence is the intelligence of machines or the simulation of intelligence in machines. Numerous definitions of and hypotheses about intelligence have been proposed since before the twentieth century, with no consensus reached by scholars. Within the discipline of psychology, various approaches to human intelligence have been adopted. The psychometricapproach is especially familiar to the general public, as well as being the most researched and by far the most widely used in practical settings.[1] Contents [hide] * 1 History of the term * 2 Definitions * 3 Human intelligence * 3.1 Psychometrics * 3.2 Other theories * 3.3 Evolution of intelligence * 3.4 Improving intelligence * 4 Animal and plant intelligence * 5 Artificial intelligence * 6 See also * 7 References * 8 Further reading * 9 External links | ------------------------------------------------- [edit]History of the term Main article: Nous Intelligence derives from the Latin verb intelligere which derives from inter-legere meaning to "pick out" or discern. A form of this verb, intellectus, became the medieval technical...
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...The Theoretical Perspective of the Cognitive Personality Approach Brett Abstract What I as an author am trying to do in this essay is to grab my audiences attention and explain and appeal to them about the theoretical perspective of the Cognitive Personality approach. I provided historical statements, theories, and research to make each individual aspect of the perspective as clear as possible. This essay will consist of the Theoretical perspective of the approach, Theorists who have contributed to this approach, Compare and contrast two theorists perspectives within this approach, Identify and describe measurement and assessment instruments, and Clinical application of the approach. If you believe the saying 'Perception is everything,' then you may well be a cognitivist. Cognitive theory is focused on the individual's thoughts as the determinate of his or her emotions and behaviors and therefore personality (Dasen). Many cognitive theorists believe that without these thought processes, we could have no emotions and no behavior and would therefore not function. In other words, thoughts always come before any feeling and before any action. The theoretical perspective of the Cognitive approach of personality can be simply described as what personality does, but is much more complex than that. Cognitive Psychology revolves around the notion that if we want to know what makes people tick then we need to understand the internal processes of their mind (Dasen). Cognition...
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...UNDERSTANDING LEARNING – STUDY NOTES WHAT IS LEARNING? * Reflective teaching * Classroom experience * Technical teaching * Knowledge about learning * Reflective teaching * Classroom experience and knowledge about learning provide students with a constructive learning environment * Understanding learning * Individual differences, Learning theories, Managing learning in classrooms, Teachers * Constructivist – refers to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns. * Humanist – a philosophical and ethical stance that emphasizes the value and agency of human beings, individually and collectively, and generally prefers critical thinking and evidence (rationalism, empiricism) over established doctrine or faith (fideism). * Cognitivist – believe that learning is a change in individuals' mental structures enabling them to show changes in behaviour. It is based on the thought process behind the behaviour. * Behaviourist – believe that learning takes place when knowledge is separated into smaller bits. Students are rewarded for successful answers. Instruction focuses on conditioning the learner's behaviour. Learning involves repetition and association and is highly mechanical. Behaviourist leaning teachers focus on a new behavioural pattern being repeated until it becomes automatic. *...
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...9 CHAPTER PERSONALITY AND INDIVIDUAL DIFFERENCES 348 CHAPTER OUTLINE module 29 Psychodynamic Approaches to Personality Freud’s Psychoanalytic Theory: Mapping the Unconscious Mind The Neo-Freudian Psychoanalysts: Building on Freud Try It! The Life Orientation Test Projective Methods Behavioral Assessment Becoming an Informed Consumer of Psychology: Assessing Personality Assessments module 30 Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality Trait Approaches: Placing Labels on Personality Learning Approaches: We Are What We’ve Learned Biological and Evolutionary Approaches: Are We Born with Personality? Humanistic Approaches: The Uniqueness of You Try It! Assessing Your Real and Ideal Self-Concept Comparing Approaches to Personality module 32 Intelligence Theories of Intelligence: Are There Different Kinds of Intelligence? Practical Intelligence and Emotional Intelligence: Toward a More Intelligent View of Intelligence Assessing Intelligence Variations in Intellectual Ability Exploring Diversity: The Relative Influence of Genetics and Environment: Nature, Nurture, and IQ Psychology on the Web The Case of . . . Mike and Marty Scanlon, the Unlikely Twins Profiles of Success: Raymond J. Matlock Full Circle: Personality and Individual Differences module 31 Assessing Personality: Determining What Makes Us Distinctive Self-Report Measures of Personality Who was the Real Bernie Madoff? To some, Bernard L. Madoff was an affable, charismatic...
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...Learning Styles: Fact or Fiction, A Literature Review of Learning Styles Guy F. Workman This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development program conducted by the Center for Teaching Excellence, United States Military Academy, West Point, NY, 2012. Author Information During my fourth deployment, my Brigade Commander notified me that I had been selected to teach at West Point. This new assignment struck me as odd for two reasons: first, I had not applied for the position, and second, during college, I was not what you’d call a “stand-out” student. To say that I was surprised to find myself preparing to teach college students was an understatement. I was secretly daunted by the idea but upon arrival to West Point, I learned of the Master Teacher Program. The thought “Oh thank God” entered my head, as it seemed the answer to the question “How am I going to learn to teach these kids?” had just fallen into my lap. While participating in the Master Teacher Program, I was introduced to methodologies of questioning, levels of questioning, class dynamics, class discipline, academic integrity, and a myriad of other pedagogy topics. Early in the program, I was introduced to the theory of Learning Styles. Surely everyone has heard such things as “He’s a visual learner,” or “I think people learn better by doing,” and so on. Initially, I gave the concept little consideration (as the importance...
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...Freud's Stages of Psychosexual Development Oral stage: Age Range: Birth to 1 Year Erogenous Zone: Mouth * During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking. Because the infant is entirely dependent upon caretakers (who are responsible for feeding the child), the infant also develops a sense of trust and comfort through this oral stimulation. * The primary conflict at this stage is the weaning process--the child must become less dependent upon caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking, or nail biting. The anal stage: Age Range: 1 to 3 years Erogenous Zone: Bowel and Bladder Control * During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training--the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence. * According to Freud, success at this stage is dependent upon the way in which parents approach toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate...
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...This chapter is an introduction to the ideas, people, and events that have guided scientific activity in developmental psychology over the past century. Its preparation has been facilitated by several recent publications on the history of developmental psychology. The views of the past held by active researchers are reflected in chapters of the edited volume, A Century of Developmental Psychology (Parke, Ornstein, Rieser, & Zahn-Waxler, 1994). The contributors are, with few exceptions, currently involved in contemporary research. Secondary commentaries can provide useful guides and interpretations, but there is no substitute for consulting original sources. To that end, a reprint series containing historically significant original articles and volumes has been prepared by Wozniak (e.g., 1993, 1997). Other recent volumes include the contributions of professional historians and others who are not enmeshed in current empirical debates of the discipline (e.g., Broughton & Freeman-Moir, 1982; Elder, Modell, & Parke, 1993). In addition, the social relevance and the making of the discipline in American society have been told expertly by Sears (1975) and White (1995). Any single overview—including this one—can tell only part of the story.1 Adopting the convention used in the previous Handbook of Child Psychology, 20 years must lapse before a contribution or event qualifies as historical. Two decades constitute approximately one generation in the life of our science; therefore, 1976...
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