Chapter 13 - Binet, Piaget, and the study of intelligence and development

Question 1

Alfred Binet

Answer 1

interested in the field of experimental psychology
- volunteered to be an unpaid assistant to Charcot
- conducted his own experiments (projective tests)

Question 2

projective tests

Answer 2

showing people ambiguous pictures and asking about what people saw in those pictures
- developed in inkblot tests and TAT tests

Question 3

Theodore Simon

Answer 3

worked with Binet to develop a test to indentify children whose mental disabilites prevented them from benefiting from an ordinary education programme

Question 4

Binet and Simon’s first intelligence test

Answer 4

consisted of 30 seperate items of increasing difficulty
- normal children could do most items by the time they were 2
- subnormal children of any age could never do some of the items

Question 5

Binet and Simon’s second intelligence test

Answer 5

a revised version of the first intelligence test
- each item was specificaly marked according to the age at which a sample of normal children had first been able to pass it
- provided a means of calculating the intellectual level of each child
- if the child had an intellectual 2 years behind their age, they could manage in regular school systems

Question 6

how did intelligence for Binet and Simon differ with the view of Galton

Answer 6

Binet and Simon believed that intelligence was a quality one could change

Question 7

mental orthopaedics programme

Answer 7

exercises that helped children with mental disabilities
- developed by Binet

Question 8

Charles Spearman

Answer 8

developed the 2-factor intelligence theory

Question 9

2-factor intelligence theory

Answer 9

sugests that intelligence is composed of 2 main factors
- general intelligence
- item-specific skills

Question 10

single factor G

Answer 10

intelligence could be captured as a single thing

Question 11

William Stern

Answer 11

according to him, you should not add or subtract mental and chronological ages but divide them by each other
- mental age divided by chronological age
- creating the intelligence quotient (IQ)

Question 12

Lewis Terman

Answer 12

adjusted Stern’s sum and multiplied the quotient by 100
- resulted in the Stanford-Binet intelligence scale

Question 13

Terman and Catherine Cox

Answer 13

used the Stanford-Binet intelligence scale to predict success

Question 14

Goddard

Answer 14

inspired by the intelligence tests and influenced by the eugenics proposed by Galton
- wanted to see if he could detect subnormality in adults (feeblemindedness)

Question 15

David Wechsler

Answer 15

developed the Wechsler Adult Intelligence Scale (WAIS) and is the most commonly used intelligence test today

Question 16

Wechsler Adult Intelligence Scale

Answer 16

shows both general inteligence and individual differences
- compares people to the normal distribution of IQ scores within their own reference group
- final score is a deviation (where you stand on the normal distribution)

Question 17

Jean Piaget

Answer 17

interested in why some children scored high and others low
- discovered that you children look at tasks qualitatively differently from adults
- developed the project of genetic epistemology
- developed the phase theory of cognitive development

Question 18

genetic empistemology

Answer 18

Piaget studied the development of the ways children learn about the world

Question 19

phase theory of cognitive development

Answer 19

there are 4 major successive stages that take place between infancy and late adolescence
- sensory-motor stage
- pre-operational phase
- concrete operational
- formal operational phase

Question 20

sensory-motor stage

Answer 20

• ages 0-2
• object permanence is not yet developed (for children, objects only exist if you can see them)

Question 21

pre-operational phase

Answer 21

• ages 2-7
• object permanence is alredy developed, but children have not yet developed conservation of quantity (they canot estimate the properties of objects)

Question 22

concrete operational

Answer 22

• ages 7-12
• the conservation problem can be solved now, but not with different solutions

Question 23

formal operational phase

Answer 23

• ages 12+
• the child can solve all conceptual and reasoning problems

Question 24

Bruner

Answer 24

came up with the theory of mode of representation
- he was interested in how children could become better at maths
- believed that maths should be explained in different ways depending on the children’s developmental stage

Question 25

enactive mode

Answer 25

learning through action and movement

Question 26

iconic mode

Answer 26

learning through mental images and visual representations

Question 27

symbolic mode

Answer 27

learning though language and symbols

Question 28

Lev Vygotsky

Answer 28

important person regarding child development
- discovered the zone of proximal development

Question 29

zone of proximal development

Answer 29

refers to the gap between what a learner can do independently and what they can achieve with guidance and support from a more knowledgeable person