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Alfred Binet
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.
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Work Cited
Pollack, B., The Experimental Psychology of Alfred Binet, Selected Papers. Springer
Publishing Co., Inc., New York City, @ 1995.
Robinson, D.N., Significant Contributions to the History of Psychology 1750-1920 - Bine
Psychometrics and Educational Psychology. University Publications of America, Inc.,
Washington, D.C., @ 1977
Rogers, T.B., The Psychological Testing Enterprise, An Introduction. Books/Cole Publishing
Co., Pacific Grove, California, @ 1995.
Wolf, T.H., Alfred Binet. The University of Chicago Press, Chicago & London, @ 1973.
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