Multiple Intelligence Theory (original) (raw)
Related papers
Making Up Intelligence Scales: De Sanctis's and Binet's Tests, 1905 and After
History of psychology, 2013
Sante De Sanctis (1862–1935) and Alfred Binet (1857–1911), the latter in collaboration with Théodore Simon (1873–1960), introduced their intelligence tests to the scientific community at the Fifth International Congress of Psychology, held in Rome in 1905 on April 26–30. The cultural and political contexts within which De Sanctis and Binet developed their respective intelligence tests showed certain similarities. Nevertheless, De Sanctis’s intelligence test and Binet’s test did differ in certain respects. The objective of this article is to understand the differences and similarities between the Parisian and the Roman contexts in relation to mental testing, and to investigate the theoretical-methodological contributions of each. In addition, the article analyzes the “diversity” of De Sanctis’s context and test, which did not influence the international psychology.
History of the Stanford-Binet Intelligence Scales: Content and Psychometrics
Riverside Publishing, 2003
The 2003 publication of the Stanford-Binet Intelligence Scales, Fifth Edition represents the latest in a series of innovations in the assessment of intelligence and abilities. Using qualitative and quantitative methods, this bulletin examines the similarities and differences between the different editions of the Stanford-Binet published over the past century. It discusses the development and integration of age-scale and point-scale formats for subtests, the theoretical structure of the test (single versus hierarchical, use of Nonverbal and Verbal domains, and links to the Cattell-Horn-Carroll theory), and changes in item content related to this theoretical structure. The new edition provides greater differentiation in the measurement of abilities, the precursors of which were nevertheless present in earlier editions.
Tracing the history intelligence testing
The history of David Wechsler's intelligence scales is reviewed by tracing the origins of the subtests in the 1939 Wechsler±Bellevue Intelligence Scale. The subtests originated from tests developed between 1880 and World War I, and was based on approaches to mental testing including anthropometrics, association psychology, the Binet±Simon scales, language-free performance testing of immigrants and school children, and group testing of military recruits. Wechsler's subtest selection can be understood partly from his clinical experiences during World War I. The structure of the Wechsler±Bellevue Scale, which introduced major innovations in intelligence testing, has remained almost unchanged through later revisions.
Sick? Or slow? On the origins of intelligence as a psychological object.
Intelligence, 2013
This paper examines the first moments of the emergence of “psychometrics” as a discipline, using a history of the Binet-Simon test (precursor to the Stanford-Binet) to engage the question of how intelligence became a “psychological object.” To begin to answer this, we used a previously-unexamined set of French texts to highlight the negotiations and collaborations that led Alfred Binet (1857-1911) to identify “mental testing” as a research area worth pursuing. This included a long-standing rivalry with Désiré-Magloire Bourneville (1840-1909), who argued for decades that psychiatrists ought to be the professional arbiters of which children would be removed from the standard curriculum and referred to special education classes in asylums. In contrast, Binet sought to keep children in schools and conceived of a way for psychologists to do this. Supported by the Société libre de l’étude psychologique de l’enfant [Free society for the psychological study of the child], and by a number of collaborators and friends, he thus undertook to create a “metric” scale of intelligence—and the associated testing apparatus—to legitimize the role of psychologists in a to-that-point psychiatric domain: identifying and treating “the abnormal.” The result was a change in the earlier law requiring all healthy French children to attend school, between the ages of 6 and 13, to recognize instead that otherwise normal children sometimes need special help: they are “slow” (arriéré), but not “sick.” This conceptualization of intelligence was then carried forward, through the test’s influence on Lewis Terman (1877-1956) and Lightner Witmer (1867-1956), to shape virtually all subsequent thinking about intelligence testing and its role in society. [Open access; feel free to share widely.]
Intelligence Testing [History of]
Intelligence testing is the process of measuring cognitive ability using standardized measures and scales. The use of intelligence testing for education purposes, including curriculum differentiation, is controversial. This entry discusses the history and criticisms of intelligence testing, along with the role of intelligence testing in curriculum differentiation.
Intelligence is a complex and controversial concept. Although controversies over its nature have abound since Plato’s fourth century B.C.E. conceptualization of the mind as a ‘separate entity’, those surrounding its assessment have persisted since Francis Galton’s efforts to establish a eugenics-based society in Great Britain by measuring individual differences in ability over 150 years ago (Goodwin, 2008; Plucker, 2007). While some researchers have suggested that intelligence is a single, general ability, others postulate that intelligence encompasses a range of aptitudes, skills, and talents (Cherry, 2011). This paper examines the origins of some of the major theories of intelligence and intelligence testing that have emerged during the past century and explains how intelligence is assessed in current times. In addition, it explores David Perkins’ current theory of intelligence and analyzes its strengths and weaknesses.