Armstrong, ThomasAuthor Index
by Clifford Morris
Alfred Binet Around 1905, he developed a test in which Parisian school children were asked to complete tasks such as a) following commands, b) copying patterns, c) naming objects, 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. Simply stated for here, IQ is 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 work set off a passion for testing and, in the enthusiasm, a widespread application of tests and scoring measures developed from relatively limited data. Tests based on Binet's test were used by the U.S. Army in sorting out the vast numbers of recruits in World War I. The questions, however, had much more to do with general knowledge than with mental tasks such as sequencing or matching.
Diaz-Lefebvre, René Scroll to "3. Applying MI ...
Feuerstein, Reuven still operates out of the Jerusalem International Center for the Enhancement of Learning Potential. His life-long work has been to elevate the performance of functionally illiterate people.
Gardner, Howard works out of Harvard University. He theorizes that humans have distinct or multiple types of intelligence, all based in different regions of the brain.
Gazzaniga, Michael S. In a November (16(3), 2005 Scientific American MIND essay titled Smarter on Drugs (pp.32-37), Michael S. Gazzaniga, a leading cognitive neuroscientist, succinctly summarized the origin of the nature of general intelligence. Unable to paraphrase him clearly, I cite him directly from his article. " ... In 1904, Charles Spearman, an English psychologist, reviewed the literature of the 19th century on intelligence and found that people who performed well on one test of intelligence seemed to perform well on all others. Spearman theorized the existence of a "general intelligence," which he termed g, that is used to process many domains and thus makes some people good at nearly all intelligence challenges. Many investigators since 1904 have supported Spearman's idea, and the current consensus among [traditional] scientists and [mainstream] psychologists is that a g factor accounts for a great deal of the variance in intelligence test scores."
Luria, Alexander Romanovich (1902 -- 1977)
Sternberg, R. J. Dean of Tufts' School of Arts and Sciences
Vygotsky, Lev/e Semionovich/Semenovich/Semyonovich (1896 -- 1934) Vygotsky had the unique idea that we, as humans, had the ability to adjust our environment in a way more to our needs. He believed that it was this ability which separated us and other organisms into the classes of superiority and inferiority. One of his most intriguing theories clarified his perspective on how cognition was first noticed in a child at points of social interaction and how these points of social engagement maintained an important role in the increased development of cognition.
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Most recently revised on: Monday, 11 December, 2006