Chapter 13 - Binet, Piaget, and the study of intelligence and development Flashcards
Alfred Binet
interested in the field of experimental psychology
- volunteered to be an unpaid assistant to Charcot
- conducted his own experiments (projective tests)
projective tests
showing people ambiguous pictures and asking about what people saw in those pictures
- developed in inkblot tests and TAT tests
Theodore Simon
worked with Binet to develop a test to indentify children whose mental disabilites prevented them from benefiting from an ordinary education programme
Binet and Simon’s first intelligence test
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
Binet and Simon’s second intelligence test
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
how did intelligence for Binet and Simon differ with the view of Galton
Binet and Simon believed that intelligence was a quality one could change
mental orthopaedics programme
exercises that helped children with mental disabilities
- developed by Binet
Charles Spearman
developed the 2-factor intelligence theory
2-factor intelligence theory
sugests that intelligence is composed of 2 main factors
- general intelligence
- item-specific skills
single factor G
intelligence could be captured as a single thing
William Stern
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)
Lewis Terman
adjusted Stern’s sum and multiplied the quotient by 100
- resulted in the Stanford-Binet intelligence scale
Terman and Catherine Cox
used the Stanford-Binet intelligence scale to predict success
Goddard
inspired by the intelligence tests and influenced by the eugenics proposed by Galton
- wanted to see if he could detect subnormality in adults (feeblemindedness)
David Wechsler
developed the Wechsler Adult Intelligence Scale (WAIS) and is the most commonly used intelligence test today
Wechsler Adult Intelligence Scale
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)
Jean Piaget
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
genetic empistemology
Piaget studied the development of the ways children learn about the world
phase theory of cognitive development
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
sensory-motor stage
- ages 0-2
- object permanence is not yet developed (for children, objects only exist if you can see them)
pre-operational phase
- ages 2-7
- object permanence is alredy developed, but children have not yet developed conservation of quantity (they canot estimate the properties of objects)
concrete operational
- ages 7-12
- the conservation problem can be solved now, but not with different solutions
formal operational phase
- ages 12+
- the child can solve all conceptual and reasoning problems
Bruner
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
enactive mode
learning through action and movement
iconic mode
learning through mental images and visual representations
symbolic mode
learning though language and symbols
Lev Vygotsky
important person regarding child development
- discovered the zone of proximal development
zone of proximal development
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
