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This name index page for "B" was last revised by Clifford J. F. Morris on Monday, 11 February, 2008
B
Bain, Neville. (1996, March). Management's vital component [Review of Leading minds: An anatomy of leadership]. Management Today, 26.
Baker, L.A., Asendorpf, J., Bishop, D., Boomsma, D.I., Bouchard, T.J., Brand, C.R., Fulker, D.W., Gardner, H., & Kinsbourne, M. (1993). Group report: Intelligence and its inheritance -- A diversity of views. In Thomas J. Bouchard & Perer Propping (Eds.). Twins as a source of behavioral genetics. Life sciences research report, 53. (pp. 85-108). Chichester, England: John Wiley and Sons.
Bandura, Albert as compiled by Amanda Moore, in May of 1999
"This page contains a biography of Albert Bandura and an overview of the history of his program of research. The site includes some extensions to uses of social learning theory in therapeutic settings and references to Bandura's major writings."
Bandura, Albert by Dr. C. George Boeree
"Albert Bandura was born December 4, 1925, in the small town of Mundare, in northern Alberta, Canada. He was educated in a small elementary school and high school in one, with minimal resources, yet a remarkable success rate. After high school, he worked for one summer filling holes on the Alaska Highway in the Yukon. He received his bachelors degree in Psychology from the University of British Columbia in 1949. He went on to the University of Iowa, where he received his Ph.D. in 1952. It was there that he came under the influence of the behaviorist tradition and learning theory. While at Iowa, he met Virginia Varns, an instructor in the nursing school. They married and later had two daughters. After graduating, he took a postdoctoral position at the Wichita Guidance Center in Wichita, Kansas. In 1953, he started teaching at Stanford University. While there, he collaborated with his first graduate student, Richard Walters, resulting in their first book, Adolescent Aggression, in 1959. Bandura was president of the APA in 1973, and received the APA’s Award for Distinguished Scientific Contributions in 1980. He continues to work at Stanford to this day."
This incredibly comprehensive site includes links to numerous resources concerning self-efficacy, Albert Bandura, social cognitive theory and related research.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (Is it 1977 or is it 1982). Self-efficacy: Toward a Unifying Theory of Behavioral Change Psychological Review, 84(2), 191-215.
Barrell, J. J., & Barrell, J. E. (1975, Fall). A self-directed approach for a science of human experience. Journal of Phenomenological Psychology, 6(1), 63-73.
Barrett, G. V., & Depinet, R. L. (1991, October). A reconsideration of testing for competence rather than for intelligence. American Psychologist, 46(10), 1012-1024.
Barritt, Loren, Bleekman, Ton, Bleeker, Hans, and Mulderij, Karel, (1985). Researching Education Practices, Grand Forks, ND, University of North Dakota, Center for Teaching and Learning.
Baum, S. (1984). Meeting the needs of learning disabled gifted students. Roeper Review, 7, 16-19.
Baum, S. (1988). An enrichment program for gifted learning disabled pupils. Gifted Child Quarterly, 32, 226-230.
Bennis, Warren (1998, October 25). It ain't what you know: As everybody knows. But there's more to it than that. [Review of Working With Emotional Intelligence]. The New York Times Book Review, 147(51321), 50. And click here to read the first chapter titled The New Yardstick.
Benson, D. F., Gardner, H., & Meadows, J. C. (1976, February). Reduplicative paramnesia. Neurology, 26(2), 147-151.
Berg, Cynthia, A., & Sternberg, R. J. (1985, December). A triarchic theory of intellectual development during adulthood. Developmental Review, 5, 334-370.
Berk, Laura E. (1994, November). Why children talk to themselves. Scientific American, 271(5), 78-83.
Beyond Intelligence Testing. (1988, Spring). National Forum: The Phi Kappa Phi Journal, 68(2), 2-29.
Alfred Bine-1 | Alfred Binet-2
Around 1905, Binet developed a test in which Parisian school children were asked to complete tasks such as a) following commands, b) copying patterns, c) naming objects, and d) putting things in order or arranging them properly. Binet created a standard based on his research data. For example, if 70% of 8-year-old children could pass his particular test, then he stated that success on the test represented an 8-year-old's level of intelligence. From his work, stemmed the phrase intelligence quotient, or IQ, the ratio of mental age (MA) to chronological age (CA), with the numeral 100 being considered an average IQ. That is, an 8 year old child who passed a 10 year-old test would have an IQ of 10 / 8 x 100, or 125. Binet's original efforts set into motion a passion for testing. In the enthusiasm, a widespread application of tests and scoring measures developed from relatively limited data. For example, tests based on Binet's efforts were used by the army to sort out the vast numbers of recruits for World War I.
Binet, A., & Simon, T. (1905). Méthodes nouvelles pour le diagnostique du niveau intellectuel des anormaux [New methods for the diagnosis of the intellectual level of subnormals] English translation by Elizabeth S. Kite First published in 1916 in The development of intelligence in children. Vineland, NJ: Publications of the Training School at Vineland. First published in L'Annee Psychologique volume 12, pages 191-245. Available on Web at Classics in the History of Psychology site http://psychclassics.yorku.ca/Binet/binet1.htm.
Binet, A., & Simon, T. (1908). Le développment de l'intelligence chez les enfants [The development of intelligence in children]. LíAnnée Psychologique, 14, 1-90.When Binet was asked at the turn of the century to provide a test of intelligence, his mission was to create a test that would serve an important purpose in the context of the schools: to distinguish for special-education purposes in the academic setting children who were truly mentally retarded from those who were behaviorally disabled
Binet, A., & Simon, T. (1916). The development of intelligence in children. (The Binet-Simon Scales) Translated from articles in LíAnnée Psychologique from 1905, 1908, and 1911 by Elizabeth. S. Kite. Baltimore, MD: Williams & Wilkens. (Original work published 1905)
Binet, A., & Simon, T. (1916). The intelligence of the feeble-minded. (Elizabeth. S. Kite, Trans.). Baltimore, MD: Williams & Wilkens, 366pp.
Binet, A., & Simon, T. (1973). The development of intelligence in young children. New York: Arno Press. First published in 1908.
Bireley, Marlene (19??). Conceptions of intelligence and giftedness. (ERIC Document Reproduction Service No. ED 344 405)
Blythe, Tina. & Gardner, H. (1990, April). A school for all intelligences. Educational Leadership, 47(7), 33-37. (ERIC Document Reproduction Service No. EJ 405 189)
Blythe, Tina, White, Noel & Gardner, H. (1995, April). Teaching practical intellingence: What research tells us. West Lafayette, IN: Harringfton Park Press.
Blythe, T., Gardner, H., (1994). Grimes, J., Li, T., Lubart, T., Sternberg, R. J., White, N., & Williams, W. (1994). Practical intelligence for school: Final report. Unpublished report.
Bloom, B. (Ed.). (1985).
Developing talent in young people.
New York: Ballantine Books.
Bloom's
taxonomy St. Edward's University This
site is all about Bloom’s taxonomy. For each level of the taxonomy,
the site lists verbs that can be used to fram objectives or / and questions.
Bodine, R. (1973). Teachers'
self-assessment. In E. R. House (Ed.), School evaluation: The
politics and process (pp. 169-173). Berkeley, CA: McCutchan.
Bornstein, M. H. (1986).
[Review of Frames of Mind: The theory of multiple intelligences].
The Journal of Aesthetic Education, 20(2), 120-122.
Bouchard, Thomas (July 20, 1984) Review of Frames
of Mind: The theory of multiple intelligences. American Journal of
Orthopsychiatry, 54, 506-508.
Bracey, G. W. (1985, January). Changed lives, changed policies? Phi Delta Kappan, 66(5), 375-376.
Bracey, Gerald, W. (1992, January). Getting smart(er) in school. Phi Delta Kappan, 73(5), 414-416.
Brand, Christopher. (1996, Spring). The g Factor: General Intelligence and its Implications Chichester, UK: Wiley.
Early in 1996, this book which is basically all about intelligence and education, was published in the United Kingdom and withdrawn within two months, due mainly to a frenzy of very negative media coverage. The publisher, Wiley, also canceled the book's distribution in the United States before any copies went on sale. The provocative yet somewhat worthy book created shock waves, mainly throughout Britain, by tracing educational failure largely to genetic deficiency in mental speed. The book appeared after years in which educationalists and the media had played down to vanishing point the importance of inheritance in yielding individual and group differences in attainment. Brand, the book's author, was fired from his teaching position at Edinburgh University.
To continue, in the April 19, 1996 issue of The Times Educational Supplement (TES), James Montgomery wrote Racist claims stir up IQ debate. Here is part of what he had to say about Brand's book, at that time:
"Edinburgh University psychologist Christopher Brand follows in the footsteps of The Bell Curve, a book by Richard Herrnstein and Charles Murray which caused a furor by linking race and intelligence. Citing studies of adopted children and twins raised apart, Brand argues that differences in intellectual ability are the result of a fixed and hereditary general intelligence. Genetic factors may account for up to 75 per cent of variation in intellectual ability and have an important bearing on academic ability as well as probable success in later life, he claims.
Brand endorses Herrnstein and Murray's racist view that Afro-Caribbeans are less intelligent than Asians and whites, and discusses the possibility of encouraging low-IQ teenagers to choose partners of higher IQ to raise the intelligence of the next generation. However, his views are likely to be rejected by academics and educationists who increasingly view such theories as unreliable or irrelevant.
Rejecting environmental explanations of IQ, Brand argues that general intelligence - or the "g factor" - has been denied by experts in Britain in the face of mounting empirical evidence, often for ideological reasons. A severe critic of comprehensive education, he defends Cyril Burt, the psychologist whose theories about inherited intelligence and testing lay behind the introduction of the 11-plus exam. Subsequent research has "entirely vindicated" Burt's conclusions, he says.
Brand, a former prison psychologist whose academic research has involved a particular measure of IQ known as inspection time testing, goes on to call for radical educational reform, including self-streaming, pupil empowerment and accelerated learning."
Brandt, L. W. (1970, August -- December). Control or reduction of variables? An experimenter inclusive model. Psychological reports. 27, 80-82.
Brandt, Ron. (1987-1988, December-January). On assessment in the arts: A conversation with Howard Gardner. Educational Leadership, 45(4), 30-34. (ERIC Document Reproduction Service No. EJ 367 384)
Braten, Ivar (1991a). Vygotsky as precursor to metacognitive theory: I. The concept of metacognition and its roots. Scandinavian Journal of Educational Research, 35(3), 179-192.
Braten, I. (1991b). Vygotsky as precursor to metacognitive theory: II. Vygotsky as metacognitivist. Scandinavian Journal of Educational Research, 35(4), 305-320.
Braten, I. (1992). Vygotsky as precursor to metacognitive theory: III. Recent metacognitive research within a Vygotskian framework. Scandinavian Journal of Educational Research, 36(1), 3-19.
Brody, N. (1992). Intelligence. (2nd ed.). New York: Academic Press.
In his evaluation of what he simply terms a taxonomy, Brody argues, at some length, that Gardner's "list of intelligences is arbitrary, and that his attempt to restructure the theory of intelligence to omit a general factor is no more successful than the attempts of psychometric theorists to dispense with g" (p. 36). Brody fails to see how Gardner's eight (8) criteria leads to the set of intelligences that he posits. Moreover, Brody has problems with HEG's evidence of the independence of intelligences resulting from HEG's study of 'rare' cases of prodigies and savants, to name just two. And Brody feels that "the independent functioning of intelligences following brain damage may be of little relevance to understand the performance of intact individuals" (p. 29).
Here, the reader sees two (2) well-respected theorists of intelligence (Robert Sternberg and Nathan Brody) finding Gardner's taxonomy to be without empirical foundation, and thus subject to extreme judgment. Gardner (1993) has been the first to admit that his "intelligences are fictions -- at most, useful fictions -- for identifying processes and abilities that (like all of life) are continuous with one another" (p. 70). In defense of Howard Earle, I must point out that the field of developmental cognitive science (DCS) is a new, young, and growing field and that all evidence should thus be taken as tentative rather than definite. In DCS, researchers continue to hypothesize about the existence of 100 distinct areas in the cerebral cortex, still trying to shade them, to ascertain their identities, and to see how they connect with each another.
Brooks, David (Friday, September 14, 2007). The Waning of IQ NY TIMES, Op-Ed Columnist, p. A25.
Brown, Ann. L. & French, Lucia A. (1979). The zone of potential development: Implications for intelligence testing in the year 2000. Intelligence, 3, 255-273.
Brown, J. D., Collins, R. L., & Schmidt, G. W. (1988). Self-esteem and direct versus indirect forms of self-enhancement. Journal of Personality and Social Psychology, 55, 445-453.
Brown, Justin & Langer, Ellen (1990). Mindfulness and intelligence: A comparison. Educational Psychologist, 25(3&4), 305-335.
Brownell, H. H., & Gardner, H. (1988). Neuropsychological insights into humour. In John Durant & Jonathan Miller (Eds.). Laughing matters: A serious look at humour (pp. 17-34). New York: John Wiley & Sons.
Brownell, H. H., Michel, D., Powelson, J., & Gardner, H. (1983, January). Surprise but not coherence: Sensitivity to verbal humor in right-hemisphere patients. Brain & Language, 18(1), 20-27.
Brownell, H. H., Potter, H. H., Bihrle, A. M., & Gardner, H. (1986, March). Inference deficits in right brain-damaged-patients. Brain & Language, 27(2), 310-321.
Bryant, Peter (1996, May 1). Lev Vygotsky: Revolutionary scientist. [Review of Fred Newman & Lois Holzmanís 1993 book, Lev Vygotsky: Revolutionary scientist]. British Journal of Psychology, 87, 350(2).
Buescher, Thomas, M. (1985, Spring). Seeking the roots of talent: An interview with Howard Gardner. Journal for the Education of the Gifted. 8(3), 179-186. (ERIC Document Reproduction Service No. EJ 319 912)
Bruner, Jerome, S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Bruner, Jerome, S. (1997, March-April) Celebrating divergence: Piaget and Vygotsky, Human Development, 40(2), 63-73.
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This page was last revised
by
Clifford J. F. Morris on
Monday, 11 February, 2008