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Ebbinghaus said this because psychology’s questions go back to the ancientsIn 1882, a law established mandatory primary education for children from 6 to 14 years old
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səhifə | 23/29 | tarix | 24.12.2017 | ölçüsü | 480 b. | | #17294 |
| In 1882, a law established mandatory primary education for children from 6 to 14 years old. A national system of exams had been established to select students for secondary and university education and vocational schooling. - Competition was intense, with 969 applicants to 1 opening at university (compared to 290 to 1 in the US).
Concern about “retarded” children in the schools (children unable to learn in school) motivated interest in a systematic way of identifying them.
Binet & Simon developed 20 subtests and investigated a variety of other measures and relationships between them. Binet & Simon developed 20 subtests and investigated a variety of other measures and relationships between them. - They concluded craniometry had little value.
Tests included: association tests, sentence completion, themes on a given topic, picture descriptions and memory tests, object drawing and description, digit repetition and other memory and attention tests, tests of moral judgment. - They carefully specified controlled testing conditions.
They administered their tests to larger numbers of schoolchildren and a small number of retarded children, to develop norms. They administered their tests to larger numbers of schoolchildren and a small number of retarded children, to develop norms. In 1908, they developed a revised scale consisting of 14 of the original tests, 7 modified, 33 new tests. - Tests were arranged according to age levels from 3-13
- The average 5 year old should score at a mental level of 5. If a majority (75-90%) passed a test it was assigned to that age level.
- Binet and Simon rejected the concept of mental age.
They believed that even retarded children could raise their mental levels and devised a system of training for the retarded (like Montessori’s). They believed that even retarded children could raise their mental levels and devised a system of training for the retarded (like Montessori’s). - Louis Stern introduced the concept of mental quotient as a ratio of chronological age to mental age.
- A score below 1 indicated retardation, a score above 1 indicated superior intelligence, x 100 = IQ score.
- Binet and Simon strongly opposed this concept of IQ.
Despite their objections, IQ became the standard way of depicting performance on intelligence tests.
The Binet-Simon scale was easy to administer and reasonably brief, so was quickly in wide use. The Binet-Simon scale was easy to administer and reasonably brief, so was quickly in wide use. By WWI in 1914 the tests were being using in a dozen countries, often simply translated without any attempt to standardize them for the new setting. Before the end of WWI, 1.7 million inductees to the US Army had been tested. Terman revised the scale for use in the US and 4 million children were tested.
In 1984, the editors of Science named development of the IQ test as one of the 20 most significant discoveries in science, technology & medicine of the 20th century. In 1984, the editors of Science named development of the IQ test as one of the 20 most significant discoveries in science, technology & medicine of the 20th century. Henry Goddard and Lewis Terman were the two men primarily responsible for introducing the IQ test to America. Goddard earned a doctorate at Clark University, then was appointed research director of a New Jersey home for 230 “feeble-minded” children.
Goddard became convinced of the need for a way to distinguish between normal and feeble-minded children, and a reliable way to identify levels. Goddard became convinced of the need for a way to distinguish between normal and feeble-minded children, and a reliable way to identify levels. - He was given a copy of the Binet-Simon test in Europe.
- He translated the scale into English, with some minor changes, such as names of coins.
He administered the test to 400 children at Vineland and 2000 in NJ public schools. The scores at Vineland agreed with their records. - The scores of public school kids varied widely.
Hothersall reviews Mendel’s work to put the study of the Kallikak’s into perspective. Hothersall reviews Mendel’s work to put the study of the Kallikak’s into perspective. - Mendel did the first systematic experiments studying genetics and heritability of characteristics.
First Mendel bred wild mice with albinos to see what color coats they would have, then bred bees. Next he bred peas to study blossom color, smooth or wrinkled seeds, green or yellow seeds, tall or dwarf plants – 10,000 plants, 300,000 peas. - His work established valid principles of inheritance.
First he bred tall & short plants – the resulting hybrids were all tall. First he bred tall & short plants – the resulting hybrids were all tall. Next he bred hybrids with each other – most were tall, a minority were short. He guessed that height was controlled by two genes (one from each parent). - Tall height was dominant, short recessive.
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