第65章 (第2/3页)
he Rosenthal and Jacobson (1968)
study, discussed in the text, found evidence of a positive self-fulfilling prophecy when teachers
were led to believe that certain students were “smart.” A reverse negative self-fulfilling prophecy
seems just as possible when students are labeled “stupid” or “not smart.” The text also discusses
this issue in regard to the larger effect of stereotypes and the poorer performance of African
Americans on tests when they believe the tests measure intelligence than when they are just lab
experiments. The results of the Steele and Aronson (1995) study indicate that just being a member of
a group that has been stereotyped as not being smart can lower individual performance. How much
more does believing that you, as an individual, are not smart, affect performance? Given how many
areas of practical intelligence that IQ does not seem to measure or predict, we need to be very careful
about negatively labeling children on the basis of IQ alone. This means doing a better job of
educating people on the limitations of what intelligence tests tell us about children’s abilities.
BIOGRAPHICAL PROFILES
Alfred Binet (1857—1911)
Born in Nice, France, Binet received his law degree from Lycee St. Louis in 1878, and his Ph.D. in
science from the University of Paris in 1894. Binet was perhaps the most respected French
psychologist near the turn of the century and was responsible, with colleague Henri Beaunis, for
founding the first French psychological laboratory. Binet was fascinated by the concepts of
hypnotism and suggestibility, and became known for his studies of these phenomena before 1900.
Binet’s reputation in psychology, however, stems most from his and colleague Theodore Simon’s
first test of intelligence, for which Binet was commissioned by the French minister of public
instruction. The test would later be brought to America, becoming the Stanford-Binet Intelligence
Scale, the most popular and most researched of the intelligence scales.
Lewis Madison Terman (1877—1956)
Terman received his Ph.D. from Clark University in 1905, having studied under G. Stanley Hall.
Terman’s first teaching position was at the Los Angeles Normal School, but the rest of his academic
career would be spent at Stanford Un
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