Genèse du parcours d’expérimentateur d’Alfred Binet Dans le sillage de Taine, Charcot et Ribot
TL;DR: The demarche experimentale originale en psychologie de Binet as discussed by the authors is an example of such a model, which traverses the psychologies of Taine, Charcot, Ribot, and Ribot.
Abstract: Contemporain de Taine, Charcot et Ribot, Alfred Binet a puise chez ces trois initiateurs de la nouvelle psychologie des ressources essentielles pour fonder une demarche experimentale originale en psychologie. L’apport et l’originalite de la demarche experimentale de Binet, des hypotheses de recherche jusqu’au choix des sujets d’experience, des instruments et des epreuves, sont ici replaces au sein des relations institutionnelles et intellectuelles qu’il noua avec ces trois predecesseurs. Elles permettent d’eclairer comment Binet s’est saisi de l’heritage de ses devanciers pour bâtir une psychologie experimentale qui traverse la psychologie clinique, la psychologie de laboratoire et les tests sans jamais s’y reduire.
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01 Jan 2003
22 citations
Journal Article•
TL;DR: Theodule Ribot, a psychologie scientifique francaise, deviendra par la suite une figure centrale de la psychologies scientifiques francaises as discussed by the authors.
Abstract: Edition et presentation des lettres (1902-1916) du psychologue fondateur de la Revue philosophique, Theodule Ribot, au jeune Henri Pieron, qui deviendra par la suite une figure centrale de la psychologie scientifique francaise.
2 citations
17 Oct 2014
TL;DR: In this paper, the deux lettres de l'automne 1866 dans lesquelles Flaubert repond aux questions that son ami Taine lui pose alors qu’il travaille a De l'Intelligence (qui sera publie en 1870) meritent d'etre reconsiderees du point de vue non tant de la poetique flaubertienne that du statut imparti aux images mentales dans ce qui va devenir une nouvelle discipline academique
Abstract: Souvent citees et commentees, les deux lettres de l’automne 1866 dans lesquelles Flaubert repond aux questions que son ami Taine lui pose alors qu’il travaille a De l’Intelligence (qui sera publie en 1870) meritent d’etre reconsiderees du point de vue non tant de la poetique flaubertienne que du statut imparti aux images mentales dans ce qui va devenir une nouvelle discipline academique, la psychologie. Qu’est-ce que Taine a conserve du materiau que Flaubert lui apportait ? Qu’est-ce qui dans son ouvrage confirme les observations de Flaubert ou converge avec elles ? Qu’est-ce qui, de ces observations, n’a pas ete repris, et pour quelles raisons ? Flaubert etait interroge par Taine en tant que romancier : en revelant qu’il connait non seulement les « images artistiques », mais aussi les hallucinations, il suscite de nouvelles questions, non sans semer le trouble dans les categories mises en place par son savant correspondant.
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Book•
01 Jan 1889
221 citations
Book•
24 Jun 2013
TL;DR: In this article Taine's very interesting account of the mental development of an infant, translated in the last number of MIND (p. 252), has led me to look over a diary which I kept thirty-seven years ago with respect to one of my own infants.
Abstract: M. Taine's very interesting account of the mental development of an infant, translated in the last number of MIND (p. 252), has led me to look over a diary which I kept thirty-seven years ago with respect to one of my own infants. I had excellent opportunities for close observation, and wrote down at once whatever was observed. My chief object was expression, and my notes were used in my book on this subject; but as I attended to some other points, my observations may possibly possess some little interest in comparison with those by M. Taine, and with others which hereafter no doubt will be made. I feel sure, from what I have seen with my own infants, that the period of development of the several faculties will be found to differ considerably in different infants. During the first seven days various reflex actions, namely sneezing, hickuping, yawning, stretching,
97 citations
85 citations
Additional excerpts
...» (Janet, 1898, 123) Hippolyte Bernheim (1837-1919) définissait lui aussi la suggestion, au « sens le plus large », comme « l’acte par lequel une idée est introduite dans le cerveau et acceptée par lui », phénomène qu’il reformulait sous l’appellation de « loi de l’idéodynamisme » : « Toute idée…...
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TL;DR: Binet's conclusion in the final chapter of Modern Ideas about Children as discussed by the authors states that "the old science of education is like an old-fashioned carriage: it squeaks but it can still serve a turn [...] [Modern educational science] looks like a precision-made machine, but the parts do not hold together and it has one defect: it does not work".
Abstract: 1 'The old science of education is like an old-fashioned carriage: it squeaks but it can still serve a turn [...] [modern educational science] looks like a precision-made machine, but the parts do not hold together and it has one defect: it does not work.' Such is Alfred Binet's conclusion in the final chapter of his last book Modern Ideas about Children. Published in 1911, this is a critical review of what 'thirty years of experimental research [...] have taught us about educational matters'. However, the author does not summarize this research, but suggests new avenues of investigation and so outlines the work to be done in the future. This future did not include him, however, as he died a few months after the book's publication. His review is thus something of a testament. 'I sought a middle course, halfway between the old science of education and the one promised us by the innovators—laboratory people', he said. Have his words been remembered? Or at least have we followed this middle course envisaged by Binet? Binet criticized traditional education for being excessively verbal and moralizing, but considered that, however worthy of criticism its methods may have been, it had the merit of being part and parcel of school life. He therefore felt that we should keep its 'direction and its concern with real problems'. To his mind, the innovators were to be commended for their emphasis on experimentation and insistence on verification and precision in education and pedology alike. However, their blindly administered tests and their overly fragmented experiments for the most part served no purpose. 'These people have no notion of what school—or even life itself—is [...] and seem never to set foot outside their laboratories.' His conclusion was that 'from old-style education we should derive the problems to be studied, and from the new—the methods of study'. Which problems did he have in mind? Reading Modern Ideas about Children, we discover that Binet was simultaneously conducting studies on lazy children, carrying out a survey of the best ways of teaching deaf-mutes, and experimenting in teaching morals to a class of abnormal children. With regard to the latter, we find that Binet was of the opinion that there was, strictly speaking, no such thing as special education. According to him, the same methods could be used for everyone, and consisted of a progression from the easy to the more difficult, …
49 citations
Journal Article•
35 citations
"Genèse du parcours d’expérimentateu..." refers background in this paper
...Avant Charles Darwin (1809-1882), Wilhelm Preyer (1841-1897) et Bernard Perez (1836-1903), Taine fut le premier à publier dès 1876, dans le premier numéro de la Revue Philosophique de Ribot, une monographie des premières années de développement de sa fille (Taine, 1876 ; Darwin, 1877 ; Perez, 1878 ; Preyer, 1887)....
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...…(1809-1882), Wilhelm Preyer (1841-1897) et Bernard Perez (1836-1903), Taine fut le premier à publier dès 1876, dans le premier numéro de la Revue Philosophique de Ribot, une monographie des premières années de développement de sa fille (Taine, 1876 ; Darwin, 1877 ; Perez, 1878 ; Preyer, 1887)....
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