alfred binet th (56 risultati)

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Broché, 120 p. ème édition. Couverture passée, très bon état intérieur.(C139) Size: 12 x 18,5. Livre.

Couverture souple. Condizione: Assez bon. Psychologie. 12x18 cm. 120 p. Broché. Etat correct. Couverture légèrement défraîchie. Petite tache sur le 1er plat. Dos déchiré en tête et petit manque en pied. Nom en 1ère page. Accolades ou traits en marge. in-12°.

Condizione: New. In.

Hardcover. Condizione: Good. No Jacket. First Edition. Only 1 library label, otherwise clean and unmarked.

Couverture souple. Condizione: Bon. Sciences. La mesure de développement de l'intelligence chez les jeunes enfants. Publication de la Société Alfred Binet. 12,5x19 cm. 120 p. Broché. Bon état. Intérieur en bon état. Non coupé. in-12°.

Condizione: New.

Hard Cover. Condizione: Good. No Jacket. Third Edition. Third edition. Bookplate and adhesive remnant from removed sticker on front endpaper, faded spot on spine from removed sticker (possible library copy?). 1915 Hard Cover. 82 pp. [26] The work that led to the first practical intelligence text, the Binet-Simon scale. Garrison-Morton #4985: "Translation of original 1911 French." Binet-Simon Scale: "A test for determining the relative development of intelligence, especially of children, consisting of a series of questions and tasks graded with reference to the ability of the normal child to deal with them at successive age levels." "The Stanford - Binet Intelligence Scales (or more commonly the Stanford-Binet) is an individually administered intelligence test that was revised from the original Binet-Simon Scale by Lewis M. Terman, a psychologist at Stanford University. The Stanford - Binet Intelligence Scale is now in its fifth edition (SB5) and was released in 2003. It is a cognitive ability and intelligence test that is used to diagnose developmental or intellectual deficiencies in young children. The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning. The development of the Stanford - Binet initiated the modern field of intelligence testing and was one of the first examples of an adaptive test. The test originated in France, then was revised in the United States. It was initially created by the French psychologist Alfred Binet, who, following the introduction of a law mandating universal education by the French government, began developing a method of identifying "slow" children for their placement in special education programs (rather than removing them to asylums as "sick"). As Binet indicated, case studies might be more detailed and helpful, but the time required to test many people would be excessive. In 1916, at Stanford University, the psychologist Lewis Terman released a revised examination which became known as the "Stanford - Binet test".

Condizione: As New. Unread book in perfect condition.

Condizione: New. In.

Couverture souple. Condizione: Bon. in-12 broché (19x12cm)120 pages, illustrations, 1 planche couleurs,couverture uniformément jaunie, bon état intérieur.

Broché. Condizione: Bon État. 120 pages en format 12 - 18 cm - dessins hors texte.

116 pages. Exemplaire complet de ses illustrations. (19x12cm). Broché. Non rogné. Couverture éditeur imprimée. Couverture décolorée. Quelques rousseurs sur les plats. Accidents sur le dos. Intérieur bruni. Infimes rousseurs. Quelques défauts d'usage. Bon état général.

Hardcover. Condizione: Very Good. No Jacket. Second impression. No date, but WorldCat estimates 1914. Authorized translation by W. B. Drummond. With an Appendix containing the Binet-Simon tests of intelligence by Margaret Drummond. And an Introduction by Prof. Alexander Darroch. 180 pp. including index. Dampstained around the spine head. Evidence of a previous spine label. Small puncture in the half-title page. Otherwise a fine, unmarked copy in a square, tight binding with hinges intact. Size: 12mo - over 6¾" - 7¾" tall.

Paperback. Condizione: New. Print on Demand. This book provides a detailed explanation of the Binet-Simon method for assessing children's intelligence. Developed in early 20th century Paris, the Binet-Simon system uses a series of age-appropriate tests to evaluate a child's cognitive abilities. The author meticulously explains how the method evolved over time, from its initial development in 1905, to its standardization and eventual use for identifying children with intellectual disabilities. The book delves into the philosophical foundations of the method, highlighting the importance of language development as an indicator of intellectual capacity. This historical account of the Binet-Simon method offers a valuable glimpse into the early days of intelligence testing, revealing how this pioneering approach sought to measure and understand the developing minds of young children. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item.

Condizione: Good. Good condition. Volume 6. French. Binding split into four pieces. Top page edges uncut. (psychology, books in French).

Kartoniert / Broschiert. Condizione: New.

Broché. Condizione: Mauvais état. in-12 Description :120 pp. La couverture est très abîmée : 2 noms inscrits sur le 1er plat, petites déchirures sur les bords de plats, déchirures sur les coiffes. Langue : Français Nb de volumes : 1.

1st edition in English (same date on title page and verso). Publications of the Training School at Vineland, New Jersey. Department of Research. No.12, June, 1916. Translated from the French by Elizabeth S. Kite. 328pp,+4pp advertisements for materials produced by the Training School. (6x9 inches), b&w photos, index. VG/no DJ. Hardcover, blue cloth, gilt spine title. Just a trace of wear, rubbing to edges, corners. A little bump near head of spine. Owner's name. Some neat notes in margins and some careful underlining, most in lavender ink. Tight and crisp. Please note: this is the original book, not a recent copy, NOT ex-Library.

Paperback. Condizione: New. Print on Demand. This book addresses the topic of educating children who are abnormal, whether through mental deficiency or instability. While such children have long been recognized as needing special attention, it was only in 1904 that a commission was formed in France to study this issue in detail and to propose solutions. This book presents the findings of that commission, which laid the groundwork for the development of specialized educational programs for abnormal children. The author, a prominent psychologist and member of the commission, provides a detailed analysis of the psychological characteristics of abnormal children, drawing distinctions between those who are intellectually deficient and those who are unstable. The book also explores the various methods of instruction that have been developed for these children and discusses the challenges and rewards of educating them. Ultimately, this book highlights the importance of providing appropriate education for abnormal children in order to help them reach their full potential and participate fully in society. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item.

Dos carré collé. 11,5 x 18 cm), dos carré collé, 120 pages, figures en noir et blanc ; volume un peu bruni, bel état. Livraison a domicile (La Poste) ou en Mondial Relay sur simple demande.

Paperback. Condizione: New. Print on Demand. This book delves into the realm of intellectual disabilities, exploring the minds of those categorized as 'feeble-minded' during the early 20th century. The author, a pioneer in the field of psychology, challenges prevailing notions and misconceptions surrounding intellectual disabilities, offering instead a nuanced understanding based on meticulous observation and insightful analysis. Through detailed case studies and scientific investigations, the book examines the characteristics of various types of 'feeble-mindedness,' including idiots, imbeciles, and morons, as they were then classified. The author explores diverse aspects of their mental functioning, such as attention, character, voluntary effort, and language ability. By comparing the intellectual development of these individuals to that of normal children, the author constructs a 'psychogenetic' method, shedding light on the stages and mechanisms of mental evolution. The book critically examines the relationship between character and intelligence, questioning oversimplified assumptions about 'anti-social' or 'extra-social' behaviors. Instead, it emphasizes the complex interplay of individual dispositions, social environments, and specific circumstances in shaping the actions of those with intellectual disabilities. This groundbreaking work offers invaluable insights into the nature of intellectual disabilities, dispelling myths and fostering a more compassionate and informed perspective on the diverse spectrum of human intelligence. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item.

Paperback. Condizione: New. Print on Demand. This book delves into the critical question of how to accurately assess and classify different levels of intellectual ability, particularly in children. The author meticulously examines the history of attempts to define and categorize mental deficiency, highlighting the shortcomings of earlier approaches that relied on vague descriptions and subjective observations. The author critiques the dominant methods of the time, demonstrating how reliance on physical characteristics and imprecise terminology led to inconsistent diagnoses and hindered effective treatment. The book then introduces the groundbreaking work of the author and their colleagues, who sought to establish a more scientific approach to diagnosis through the development of standardized tests. This work was a significant departure from the prevailing practices of the time, and the book explores the rationale behind the new methods, outlining the principles that underpinned the development of these tests. The author's exploration of these new diagnostic techniques underscores their belief that a precise and objective understanding of intellectual development is essential for the effective education and care of children with varying abilities. Through the detailed presentation of the author's work, the book offers a compelling case for the importance of scientific rigor in the field of mental health assessment. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item.

Condizione: New.

PAP. Condizione: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Librairie Armand Colin, Paris 1907. XI, 211, 23, (1) pp. Hardcover. Owner signature. Good condition.

soft cover. Condizione: fine. first edition. Tiré à part extrait des Annales Médico-Psychologiques (janvier-février 1910), 14 pp.

PAP. Condizione: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Couverture souple. Condizione: bon. RO80238661: 1963. In-12. Broché. Etat passable, 1er plat abîmé, Dos satisfaisant, Intérieur frais. 120 pages. Couverture déchirée. Tampons de bibliothèque. Annotations au stylo en page de faux titre. Soulignements au crayon à papier. Nombreux croquis monochromes dans et hors texte. . . . Classification Dewey : 155.4-Psychologie de l'enfant.