Mémoire des mots

Bourguignon, David; Cleempoel, Maximilien van; Collange, Julie; Herman, Ginette

doi:10.3406/psy.1894.1044

Cited by 56 publications

(19 citation statements)

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“…Binet and Henri (1894) first developed verbal learning tests (VLTs) to evaluate the memory of Parisian schoolboys. Influenced by Binet's work, the Swiss neurologist Claparède adapted VLTs for use in the clinical examination of patients with memory disorders (Boake, 2000), and Claparède's student, André Rey, systematized the tests in the Rey Auditory Verbal Learning Test (RAVLT) (Rey, 1958).…”

Section: Introductionmentioning

confidence: 99%

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Woods

Wyma

Herron

et al. 2017

Front. Hum. Neurosci.

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Verbal learning tests (VLTs) are widely used to evaluate memory deficits in neuropsychiatric and developmental disorders. However, their validity has been called into question by studies showing significant differences in VLT scores obtained by different examiners. Here we describe the computerized Bay Area Verbal Learning Test (BAVLT), which minimizes inter-examiner differences by incorporating digital list presentation and automated scoring. In the 10-min BAVLT, a 12-word list is presented on three acquisition trials, followed by a distractor list, immediate recall of the first list, and, after a 30-min delay, delayed recall and recognition. In Experiment 1, we analyzed the performance of 195 participants ranging in age from 18 to 82 years. Acquisition trials showed strong primacy and recency effects, with scores improving over repetitions, particularly for mid-list words. Inter-word intervals (IWIs) increased with successive words recalled. Omnibus scores (summed over all trials except recognition) were influenced by age, education, and sex (women outperformed men). In Experiment 2, we examined BAVLT test-retest reliability in 29 participants tested with different word lists at weekly intervals. High intraclass correlation coefficients were seen for omnibus and acquisition scores, IWIs, and a categorization index reflecting semantic reorganization. Experiment 3 examined the performance of Experiment 2 participants when feigning symptoms of traumatic brain injury. Although 37% of simulated malingerers showed abnormal (p < 0.05) omnibus z-scores, z-score cutoffs were ineffective in discriminating abnormal malingerers from control participants with abnormal scores. In contrast, four malingering indices (recognition scores, primacy/recency effects, learning rate across acquisition trials, and IWIs) discriminated the two groups with 80% sensitivity and 80% specificity. Experiment 4 examined the performance of a small group of patients with mild or severe TBI. Overall, both patient groups performed within the normal range, although significant performance deficits were seen in some patients. The BAVLT improves the speed and replicability of verbal learning assessments while providing comprehensive measures of retrieval timing, semantic organization, and primacy/recency effects that clarify the nature of performance.

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Section: Introductionmentioning

confidence: 99%

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Woods

Wyma

Herron

et al. 2017

Front. Hum. Neurosci.

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“…As a severe critic of the works relating to education and training published in the pedagogical field at the time, Binet thought that psychology should provide teachers with the tools they need in order to understand differences between individuals so that they can adapt their teaching to the capabilities of the children in their care. Binet (1893) showed, for example, that each of us has different memory capacities and his or her own way of remembering, different processes that often vary enormously from one individual to another (cf., Binet & Henri, , , , ). He was to show that not only are there individual differences in the way in which we remember, but also in the way that we understand, imagine, explain, and feel emotion.…”

Section: The Founding Of the Bibliothèque De Pédagogie Et De Psycholomentioning

confidence: 99%

“…From the moment he joined the laboratory of psychology at the Sorbonne at the start of the 1890s, Binet became aware that the question that was to dominate his thinking was the psychology of children in combination with the issue of pedagogy. Indeed, the initial research conducted by Binet (see Binet & Henri, , , ), which was published in L'Année Psychologique (AP), was characterized by this growing interest in the pedagogical psychology of children. Here, he saw a new field of application for psychology but, unlike the American approach based on questionnaires (see White, ), he chose to address it using an experimental approach to pedagogy.…”

mentioning

confidence: 99%

Psychology in French Academic Publishing in the Late Nineteenth Century: Alfred Binet, Editorial Director at the Schleicher Publishing House

Nicolas¹

2015

J. Hist. Behav. Sci.

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To date, historians of psychology have largely ignored the role of academic publishing and the editorial policies of the late nineteenth century. This paper analyzes the role played by academic publishing in the history of psychology in the specific case of France, a country that provides a very interesting and unique model. Up until the middle of the 1890s, there was no collection specifically dedicated to psychology. Alfred Binet was the first to found, in 1897, a collection of works specifically dedicated to scientific psychology. He chose to work with Reinwald-Schleicher. However, Binet was soon confronted with (1) competition from other French publishing houses, and (2) Schleicher's management and editorial problems that were to sound the death knell for Binet's emerging editorial ambitions. The intention of this paper is to encourage the efforts of the pioneers of modern psychology to have their work published and disseminated.

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“…Estudando a memória de pré-escolares, Binet constatou que estes apresentavam melhor memória para frases com muitas palavras (38 palavras) do que para listas de palavras curtas sem sentido (7 itens) (Binet & Henri, 1894a;1894b). Estes resultados levaram-no a conclusões semelhantes as de Ebbinghaus, qual sejam, de que unidades com sentido são lembradas com maior facilidade, mesmo quando constituem-se em um maior número de informações.…”

Section: Breve Históricounclassified