Méthodes nouvelles pour le diagnostic du niveau intellectuel des anormaux

Binet, Alfred; Simon, Th.

doi:10.3406/psy.1904.3675

Cited by 613 publications

(247 citation statements)

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“…The measurement of intelligence has its roots in Binet, which is considered the father of intelligence tests [8,7,6] and subsequent revisions [9,5], later compiled and translated into English in [10]. His original study treated the problem of detecting those children who could not follow the regular rate of school.…”

Section: Psychometricsmentioning

confidence: 99%

Towards a Universal Test of Social Intelligence

Cabrera¹

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Under the view of artificial intelligence, an intelligent agent is an autonomous entity which interacts in an environment through observations and actions, trying to achieve one or more goals with the aid of several signals called rewards. The creation of intelligent agents is proliferating during the last decades, and the evaluation of their intelligence is a fundamental issue for their understanding, construction and improvement.Social intelligence is recently obtaining special attention in the creation of intelligent agents due to the current view of human intelligence as highly social. Social intelligence in natural and artificial systems is usually measured by the evaluation of associated traits or tasks that are deemed to represent some facets of social behaviour. The amalgamation of these traits or tasks is then used to configure an operative notion of social intelligence. However, this operative notion does not truly represent what social intelligence is and a definition following this principle will not be precise. Instead, in this thesis we investigate the evaluation of social intelligence in a more formal and general way, by actually considering the evaluee's interaction with other agents.In this thesis we analyse the implications of evaluating social intelligence using a test that evaluates general intelligence. For this purpose, we include other agents into an initially singleagent environment to figure out the issues that appear when evaluating an agent in the context of other agents. From this analysis we obtain useful information for the evaluation of social intelligence.From the lessons learned, we identify the components that should be considered in order to measure social intelligence, and we provide a formal and parametrised definition of social intelligence. This definition calculates an agent's social intelligence as its expected performance in a set of environments with a set of other agents arranged in teams and participating in lineups, with rewards being re-understood appropriately. This is conceived as a tool to define social intelligence testbeds where we can generate several degrees of competitive and cooperative behaviours. We test this definition by experimentally analysing the influence of teams and agent line-ups for several multi-agent systems with variants of Q-learning agents.However, not all testbeds are appropriate for the evaluation of social intelligence. To facilitate the analysis of a social intelligence testbed, we provide some formal property models about social intelligence in order to characterise the testbed and thus assess its suitability. Finally, we use the presented properties to characterise some social games and multi-agent environments, we make a comparison between them and discuss their strengths and weaknesses in order to evaluate social intelligence.ii ResumenBajo la visión de la inteligencia artificial, un agente inteligente es una entidad autónoma la cual interactúa en un entorno a través de observaciones y acciones, tratando de lograr uno o más ...

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Section: Psychometricsmentioning

confidence: 99%

Towards a Universal Test of Social Intelligence

Cabrera¹

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“…3) The first psychometric tests, developed by Binet (1903) and Simon (1904). 4) Lahy's selection tests (Edouard Toulouse and Maurice Lahy founded a psychotechnics laboratory for the Paris transit authority in 1924) (Lahy, 1916;Toulouse, 1910 These developments were not, however, identified as "applied psychology".…”

Section: From the Late 19th Century To The 1920s: Experimental Psychomentioning

confidence: 99%

Evolution of the Links between Research and Applications in Psychology across the United States and France: Illustrations and Consequences of an Endless Conflict

Santiago-Delefosse¹

2015

IJPS

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The author focuses on a historical analysis of the conflicting links between what is called "applications" or "practices" on the one hand and "theoretical research" or "experimental research" or "fundamental research" on the other, by following trends and cultures. Despite numerous declarations of intent advocating the need to link practices and theories, the fact remains that both types of psychology tend to move further and further away from this aim, since the birth of psychology. This growing gap questions the possibility of a total division between "applied psychology" and "fundamental psychology". First, the author discusses the complexity of the terms used by the different authors, such as "applied psychology", "practical psychology" and "concrete psychology", compared to other terms such as "academic", "experimental", "theoretical", "fundamental psychology", etc. These different names are considered as an indicator of the fluctuations in the relationship between applications and theories. Second, the author shows that the field categories in psychology were built upon different foundations in France and underlines the consequences of this process. This viewpoint will be illustrated by a French case: that of the creation and dissemination of a new psychological discipline at the end of the 80s. The interest of this example is that it shows the disparities between the academic theories and practical developments. In addition, it allows us to highlight its tension lines, with considerable consequences for students and practitioners. The discussion shows the need to implement a real space that enables the analysis of concrete practices by psychologists considered as producers of new knowledge, and in this way to make the construction of new psychology models possible.

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“…There must be an avoidance of rotation, or of any numbers suggesting addition, subtraction, division, or multiplication (Brotemarkle,20). Binet and Simon (11) state that no numbers which follow one another must be used beside each other. T. L. Bolton (16) and Bourdon (18), in their experimentation, were sure to ascertain that no digit came in its accustomed order, and that no digit was repeated.…”

Section: A Extrinsic Factors (1) Characteristics Of the Materials Thamentioning

confidence: 99%

“…Closely related to the problem of presenting the stimuli in groups, is the presentation of the stimuli in rhythmic fashion. Most investigators point out that the stimuli used in testing memory span should be presented with as little rhythm as possible (11,18,119, for example).…”

Section: A Extrinsic Factors (1) Characteristics Of the Materials Thamentioning

confidence: 99%