|
_Alfred Binet _
By: wojtus
The following essay offers both a short biography of Psychologist Alfred Binet
and a present day practical application using the theory from which Binet
developed his Intelligence test. Alfred Binet, born in Nice, France, on the
eleventh of July, whose mother was an artist and whose father was a physician,
became one of the most prominent psychologists in French history. Having
received his formal education in both Nice and later, in Paris, at the
renowned Lycee Louis -le-Grand, Binet went on to become a lawyer. This
profession, however, was not suited to him, and he found himself immersed in
the works of J.S. Mill, Bain and Sully at the Bibliotheque Nationale in Paris.
He identified strongly with the associationism theory in following that his
mentor was J.S. Mill. Binet began working with Charcot and Fere at the
Salpetriere, a famous Parisian hospital, where he absorbed the theories of his
teachers in regards to hypnosis, hysteria and abnormal psychology. During the
following seven years, he continuously demonstrated his loyalty in defending
Charcot's doctrines on hypnotic transfer and polarization until he was forced
to accept the counterattacks of Delboeuf and the Nancy School, which
eventually caused a split between student and teacher. Having been married in
1884 to Laure Balbiani, whose father was E.G. Balbiani, an embryologist at the
College de France, Binet was given the opportunity to work in his lab where
his interest in 'comparative psychology' was piqued and in which he eventually
wrote his thesis for his doctorate in natural science, focusing his research
on the "the behavior, physiology, histology and anatomy of insects"(Wolfe,
p.7). It was while working in Dr. Balbiani's lab, that Binet wrote 'Animal
Magnetism', an obvious breaking away from associationism, showing Binet's
ability to adapt and learn with every opportunity. Binet's next area of
interest could be considered a precursor to some of Piaget's work with child
psychology and began with the systematic observation of his two daughters, to
whom he devoted much of his time, studying and writing about. It was at this
point, that Binet "came to realize that individual differences had to be
systematically explored before one could determine laws which would apply to
all people"(Pollack,p.xii). Soon after, Binet was nominated co-director and
one year later, became director of the Laboratory of Physiological Psychology
at the Sorbonne. He and Beaunis, also co-director, initiated and edited the
first French psychological journal 'L'Annee Psychologique', which remains in
press today. Although never having attained a professorship in his own country
(a bitter disappointment for the proud nationalist) Binet did spend one spring
in Bucharest where his knowledge in experimental psychology was fully
appreciated as he taught to auditoriums filled to capacity, and was thus
offered a chair in psychophysiology. Binet refused, unable to remain away from
Paris. The 'Society Libre pour l'Etude Psychologique de l'Enfant', was
established in 1900 by Binet and Ferdinand Buisson. This organization's
concerns dealt with practical problems in the school setting. Binet, after
having proven himself through his work here, was appointed to a commission
which was to adorn Binet with his most famous contribution in Psychology...the
'Methodes Nouvelles pour le Diagnostic du Niveau Intellectuel des Anormaux', a
series of tests developed by he and his partner, Theodore Simone, allowing the
differentiaion of normal from retarded children in the school system, thus
allowing the slower children to be separated for remedial help. Although never
used extensively in France, this of course, was the precursor (although used
for different and opposable reasons than were initially intended by Binet) of
the Stanford-Binet Intelligence Test. Alfred Binet "attempted to penetrate the
human mind, to analyze its wellspring, to understand [it as] a complete
whole"(Wolfe, p. 327). His work was diverse, covering areas such as systematic
introspection, suggestibility, research with abnormals, mental fatigue,
psychology of legal testimony, experimental study of children and experimental
pedigogy. Binet died in Paris in 1911. As a French Psychologist, he was never
appreciated, specifically by the French, to the extent that his work and
dedication merited him to be. Binet's work was diverse, showing interest in
the person as a whole and therefore, trying to understand all facets
comprising man. His work, although contributing much in the sense that it was
often the precursor of more detailed, profound research, was never detailed
enough to formulate any firm theories in any one area. Binet's crownig glory
was the formulation of the first intelligence test. The development of this
test is explained fully in the 'The Psychological Testing Enterprise, An
Introduction' pages 191 to 208. Binet's theory which argues that "the best way
to predict success in school was to measure success in school"(Rogers, p.653),
can equally be applied in other situations. In breaking up the whole into a
series of minitasks which allow the demonstration of ability, one can properly
assess and place the learner in a learning situation which will best benefit
that individual. The following example deals with the sport of hockey. As it
stands, children are separated into age divisions regardless of physical
development, experience, etc.. In following Binet's theory, we shall take the
game of hockey and divide it into minitasks such as: 1) Skating forward
backward 2) Stopping spontaneously on command stopping and starting 3) Agility
switching directions quickly switching directions quickly on command 4) Stick
handling while still while skating while playing 5) Puck handling alone with
others passing accurately receiving 6) Plays remembering executing 7)
Anticipating opponents Although I'm sure there are many more minitasks into
which this complex game can be sub-divided, this provides a starting point
from which to work and is the first step in our process. Start testing all
children in the norm group in all tasks. Some of the children will perform
many of the subtests well, but others will not. There will be a natural
division due to the abilities of the children. Start with the easiest subtests
and gradually increase difficulty. The subtests in each scale will be
determined by the percentage of children who can do this subtest well.
Sixty-five to seventy-five per cent of children in each level should be able
to pass the subtests of that specific scale. Each scale would therefore, be
determined following the natural separation of subtests by the different
abilities of the participants. Most of the children in the level below, should
not be able to perform the subtests in this specific scale; most of the
children in the level above should be able to perform the subtests well.
Therefore, if the lowest 65% of the children can skate forward, stop
spontaneously and switch directions, but cannot perform the other tasks well,
these three subtasks will become one scale. The next scale would consist of
the following tasks which are performed at a consistent level by the next
lowest 65% of the players. Each level will thus contain a scale of subtests
which the children will work at mastering during the session. The levels
should range from basic scales, concentrating on the easiest subtests to
levels which are comprised of scales needing great skill in order to master
the subtests. In this manner, children would be separated on the basis of
skill level and would thus receive the attention that they needed. They would
play more and see more ice time, because they would be playing with their
equals and they would thereby be provided with the optimal opportunity for
skill development. Advancement would be based on the acquiring of the skills
of the next level: Children would not be moved automatically to the next level
with this same group. They would advance when they demonstrate that they can
perform 80% of the subtests of the scale they are presently in and would
therefore always be playing at a level which would be most beneficial to the
development of their individual potential.
Word Count: 1302
|
