La psychologie individuelle

Binet, Alfred; Henri, Victor

doi:10.3406/psy.1895.1541

Cited by 203 publications

(95 citation statements)

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“…When psychologists study creative thinking, they refer to it as divergent thinking (Besançon, Barbot, & Lubart, 2011;Sternberg, 1999;Villalba, 2008). Considered by Binet (Binet & Henri, 1895), studied by Guilford (1950), tested by Torrance (1966) and subsequently by Lubart in France (Besançon & Badot, 2011), creative or divergent thinking has been the subject of ongoing, although minor, research by cognitivists. Some associate it with personality (Gostoli, Cerini, Piolanti, & Rafanelli, 2017;Kim & Choi, 2017;Lennartsson, Horwitz, Theorell, & Ullén, 2017), while others insist on tying it to the way analogical reasoning, central in humans, works (Hofstadter & Sander, 2013).…”

Section: Creative Thinking and The Key Role Of Metaphorsmentioning

confidence: 99%

Does One Stand to Gain by Combining Art with Philosophy? A Study of Fourth-Year College (13/14 Years of Age) Philosophical Writings Produced Within the PreCPhi/Philosophemes Corpus

Maire¹,

Auriac-Slusarczyk²,

Slusarsczyk³

et al. 2018

JEL

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Creative thinking is sometimes neglected by schools. Introducing philosophy in schools represents a commitment to balancing the development of logical and creative thinking, currently exercised only orally. In the present study, the focus is on writing. Firstly, the value of authentic pupil writings is underscored. The pupils and students studied wrote texts for "Adolescence et Société", a magazine produced by researchers. 100 students' works, written by philosophizing students in fourth-year college in France, culled from the PreCPhi/Philosophemes Corpus (1,300 texts collected from 43 classrooms) were studied in order to measure the progress of philosophizing students between a pre-test and a post-test following the introduction of a pedagogical tool that unites Art with Philosophy, Philo & Carto. Their writing skills were measured according to the following five dimensions: linguistic, philosophical, cognitive, reflective and creative. Performance measures, calculated on group averages and applied to the group's variance between the pre-and the post-tests, were related to each dimension. Linguistic performance (presence of an introduction and conclusion) did not progress, remaining subject to pupils' academic level. Philosophical, cognitive, creative and reflective performance increased significantly, or at least confirmed the trend. Reasoning, metaphors, conceptual differences and discourse ownership increased, while anecdotal examples decreased. These increases were accompanied by an increase in the post-test variance: gaps between the strongest and the weakest performances widened, except in the case of questioning, personal examples and generation of doubt, which were at the core of the effect produced. The study validates the fact that the Art and Philosophy link promises unprecedented educational prospects with regard to the production of early quality philosophical writings. This will require validation with other samplings.

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Section: Creative Thinking and The Key Role Of Metaphorsmentioning

confidence: 99%

Does One Stand to Gain by Combining Art with Philosophy? A Study of Fourth-Year College (13/14 Years of Age) Philosophical Writings Produced Within the PreCPhi/Philosophemes Corpus

Maire¹,

Auriac-Slusarczyk²,

Slusarsczyk³

et al. 2018

JEL

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“…Den entscheidenden Impuls zur Einf0hrung individueller Testskalen verdankt die Psychologie dem franzSsischen P&dagogen und Psychologen Alfred Binet (1857Binet ( -1911, der gemeinsam mit seinem Mitarbeiter Victor Henri, in Abkehr von den anthropometrischen MaBen Galtons, Intelligenz auf einem h6heren KomplexitAtsniveau zu erfassen suchte (Binet, Henri, 1895) (Binet, Simon, 1905) …”

Section: Vom Weg Aus Der Sackgasseunclassified

Menschliche Intelligenz — die Sichtweise der Psychologie

Gittler

Arendasy

2005

Elektrotech. Inftech.

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“…Binet (1896), por ejemplo, había publicado sus ideas en una aproximación compleja y multi-componencial a la inteligencia, en la que incluía, entre otros componentes, la imaginación. Sin embargo, una década más tarde, en el pensamiento occidental, el componente estrella era el razonamiento lógico, razón por la cual el test creado por Binet y Simon (1905) excluyó la mayoría de los elementos teorizados por el propio autor y se basó en una combinación de actividades de recuerdo de información y de razonamiento lógico, ambas muy relacionadas con el rendimiento académico que era el objeto de medida principal del test.…”

Section: Introductionunclassified

Organización del conocimiento y pensamiento creativo

Castelló

2014

educatio

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La psychologie individuelle

Cited by 203 publications

References 0 publications

Does One Stand to Gain by Combining Art with Philosophy? A Study of Fourth-Year College (13/14 Years of Age) Philosophical Writings Produced Within the PreCPhi/Philosophemes Corpus

Does One Stand to Gain by Combining Art with Philosophy? A Study of Fourth-Year College (13/14 Years of Age) Philosophical Writings Produced Within the PreCPhi/Philosophemes Corpus

Menschliche Intelligenz — die Sichtweise der Psychologie

Organización del conocimiento y pensamiento creativo

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