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Bridging the gap between the theoretical and real-life, Bonior looks at the biggest names, ideas, and studies in the history of psychology and translates their meaning to everyday situations and relationships.

In 1894, French psychologist Alfred Binet (1857–1911) published an article titled “The Psychology of Prestidigitation” that reported the results of a study conducted in collaboration with two of the best magicians of that period. By using a new method and new observation techniques, Binet was able to reveal some of the psychological mechanisms involved in magic tricks. Our article begins by presenting Binet's method and the principal professional magicians who participated in his studies. Next, we present the main psychological tools of magicians described by Binet and look at some recent studies dealing with those mechanisms. Finally, we take a look at the innovative technique used by Binet for his study on magic: the chronophotograph.

French neurologist Jean Martin Charcot (1825–1893) and French psychologist Alfred Binet (1857–1911) are almost unknown as investigators who conducted original and fascinating studies in the area of memory. In a series of 1893 experiments, they compared the performance of two expert mental calculators, Jacques Inaudi and Pericles Diamandi, in tasks that consisted of recalling digits. Inspired by Ribot’s psychological work (1881), they believed in the existence of not one type of memory but several partial, special, and local memories, each devoted to a particular domain. In all arithmetical prodigies, memory for digits is abnormally developed compared with other memories. Inaudi was considered to be an auditory memory–based mental calculator; when memorizing digits, he did not rely on the appearance of the items or create visual imagery of any kind. Rather, he remembered digits principally by their sounds. Inaudi’s methods of calculation and memorization were original and different from those used by Diamandi, who was a typical visual memory–based mental calculator. The experiments presented in the 1893 article were among the first scientific demonstrations of the importance to psychology of studying different types of memory. The present work gives a translation of this pioneering experimental article on expert calculators by Charcot and Binet, instructive for the comprehension of normal memory.

Alfred Binet is widely recognized as the father of the intelligence test, but many textbooks on psychology and intelligence testing contain inaccuracies about his work. This article corrects two common errors. First, the French government did not ask Binet to develop the test. Binet was part of a group of people trying to prevent special education from becoming part of psychiatric institutions and thus became motivated to develop an objective measure of intelligence. Secondly, Binet did not develop the test alone. He worked closely with Théodore Simon. We also look at the best reference for the first intelligence test and propose the Binet and Simon 1908 article. Hopefully, this article will help put an end to the spread of inaccuracies about the intelligence test.

Intelligence is described as the ability to think, learn from experience, solve problems, and adjust to new situations. The first intelligence testing movement began with Binet-Simon, a French psychologist, in the early 20th century. To find out the common level of paucity of primary mental abilities among the intellectual disabilities, borderline intelligence, and below-average intelligence in the Binet Kamat Test. It is a descriptive study comprising 362 samples that were collected from the Department of Clinical Psychology, Vinayaka Mission Medical College Hospital, Karaikal. We excluded people with intellectual disabilities with comorbidity and people who were not willing to give consent for the study. The study revealed that principally they are female, have mild intellectual disabilities, and have borderline intelligence. Basal age is from 4 yrs, mental age 4 to 13 yrs, and terminal age 19 yrs. The marital status shows primarily single and mostly married are slow learners. The primary mental abilities were started in early childhood, whereas verbal reasoning is from 9 yrs to 12 yrs. The non-verbal reasoning, social intelligence, and visuo-motor abilities were not improved after 14 years, whereas other primary mental abilities are improving. The test profile indicates an overall decline in mental abilities at the age of 19 years.

Reprenant à cette occasion sa classification des dramaturges, Binet affirme qu'il y a « trois types principaux de relation entre l'imaginatif et le critique16 » : un type « moyen » dans lequel les deux personnages sont « bien distincts, indépendants l'un de l'autre, et mis sur un pied d'égalité » (« La création littéraire » 31), c'est le cas de Victorien Sardou ; un type extrême de dédoublement, proche de ce qu'on observe en pathologie, c'est celui de De Curel ; un troisième type, tout aussi extrême, mais à l'opposé, qui se caractérise par l'unité (32) et qui est celui de M. Hervieu. En étudiant les hommes de théâtre, Binet ne fit donc que poursuivre son programme scientifique, celui qu'il avait résumé dans un article de 1896 comme relevant de la psychologie individuelle18, « les hommes de talent et de génie serv[ant] mieux que les exemplaires moyens à nous faire saisir les lois des caractères, parce qu'ils présentent des traits plus accusés » (3). Or, quand on sait que Binet assistait incognito, grimé d'une fausse barbe, aux représentations de ses pièces, on peut se demander s'il ne venait pas ainsi observer, en toute discrétion, l'effet des « comprimés de terreur » (De Lorde, Théâtre d'épouvante xxv) psychologique qu'il avait fabriqués avec De Lorde pour le public parisien venu s'encanailler dans le petit théâtre de l'impasse Chaptal. Si les éléments, notamment les sources archivistiques, manquent encore pour nous permettre de cerner plus précisément et plus certainement l'ambition scientifique que Binet plaçait dans son travail de dramaturge amateur, on peut néanmoins constater la continuité thématique et épistémologique entre son enquête de psychologie dramatique et son théâtre aux accents fortement psychologiques, et donc établir un lien entre sa carrière de dramaturge amateur et sa carrière de psychologue. Seules huit pièces sont, avec certitude, le fruit original d'une collaboration des deux hommes : L'obsession ou les deux forces, drame en deux actes joué pour la première fois au Grand-Guignol le 17 mai 1905 ; Le cerveau d'un imbécile, farce en un acte jouée le 24 octobre 1906 au théâtre des Mathurins, mais aujourd'hui disparue ; Une leçon à la Salpêtrière, drame en deux actes joué pour la première fois au Grand-Guignol le 2 mai 1908 ; L'horrible expérience, drame en deux actes présenté pour la première fois au Grand-Guignol le 29 novembre 1909 ; L'homme mystérieux, drame en trois actes joué pour la première fois au théâtre Sarah-Bernhardt le 3 novembre 1910 ; Les invisibles, tableau dramatique d'un acte joué au théâtre de l'Ambigu le 31 octobre 1912 ; Un crime dans une maison de fous, drame en deux actes présenté pour la première fois au Grand-Guignol le 17 mai 1925, mais publié un an auparavant sous le titre Les infernales ; Napoléon III, drame politique en cinq actes publié en 1933.

Historically, assessments of human intelligence have been virtually synonymous with practices that contributed to forms of inequality and injustice. As such, modern considerations for assessing human intelligence must focus on equity and fairness. First, we highlight the array of diversity, equity, and inclusion concerns in assessment practices and discuss strategies for addressing them. Next, we define a modern, non-g, emergent view of intelligence using the process overlap theory and argue for its use in improving equitable practices. We then review the empirical evidence, focusing on sub-measures of g to highlight the utility of non-g, emergent models in promoting equity and fairness. We conclude with suggestions for researchers and practitioners.

L’association durable entre le génie, la jeunesse et la précocité se manifeste particulièrement à travers la figure de l’enfant prodige. Incontournable dans la littérature de jeunesse du XIX e siècle, sous-produit du test de IQ développé par Alfred Binet, elle a été incarnée par Minou Drouet, l’enfant poète qui a accaparé l’imagination du public français vers 1950. Dans tous les cas analysés ici, il apparaît nécessaire que les enfants prodiges authentifient leur génie par quelque performance destinée à convaincre un public d’adultes, ce qui a comme conséquence paradoxale de remettre en cause l’existence même de ce génie qu’ils sont sensés exemplifier.

Jean reflects on the need to re-examine the importance of mathematics, the ways in which it is taught and learned, and how educators can empower all students through mathematics. The world has changed. In June, NCTM president, Kevin Dykema, included in his president's message a discussion regarding what mathematics is. He cited the growing debate on social media that is, at best, an open and honest discourse, but at times is divisive, abusive, and marginalizing. But as he pointed out, it all stems from how one defines mathematics. He stated that because mathematics must be about reasoning and sense making, it should be taught and learned differently than if mathematics were only about getting answers. This distinction is very important. Procedural fluency, the ability to get the correct answer quickly, using an algorithm, is not necessarily mathematical proficiency. Proficiency truly means that a person can understand a concept and how it fits within other mathematical concepts. It is not just memorizing a formula and being able to apply it.

From the era of overt eugenic research to the present-day education system, the attempts to categorize and rank individuals' \"intelligence\" through testing and statistics reflects and reinforces the power of racist, capitalist, and imperialist institutions.