Home > Society & social sciences > Psychology > Psychological theory & schools of thought > Der empirisch-psychologische Zugang zur Validierung der kognitiven Leistungsfähigkeit: Vorteile, Chancen und Grenzen der quantitativen psychologischen Diagnostik und deren Einflüsse auf das Bildungssystem
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Der empirisch-psychologische Zugang zur Validierung der kognitiven Leistungsfähigkeit: Vorteile, Chancen und Grenzen der quantitativen psychologischen Diagnostik und deren Einflüsse auf das Bildungssystem

Der empirisch-psychologische Zugang zur Validierung der kognitiven Leistungsfähigkeit: Vorteile, Chancen und Grenzen der quantitativen psychologischen Diagnostik und deren Einflüsse auf das Bildungssystem

          
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About the Book

Studienarbeit aus dem Jahr 2014 im Fachbereich Psychologie - Arbeit, Betrieb, Organisation und Wirtschaft, Note: 1,0, Donau-Universität Krems - Universität für Weiterbildung, Sprache: Deutsch, Abstract: "Intelligenzunterschiede sind sicher nicht der einzige Faktor, der Leistung in Erziehung, Training und hochkomplexen Berufen beeinflusst, aber Intelligenz ist oft der wichtigste Faktor." Linda Gottfredson, 1997 Paul Broca (1824-1880) und Sir Francis Galton (1822-1911) gehören neben Wilhelm Wundt (1838-1879), welcher das erste experimentelle Universitätslaboratorium gründete, und Hermann Ebbinghaus (1850-1909) zu den ersten Wissenschaftlern, die im Kontext mit der Messung von "Intelligenz" genannt werden. Es fällt schwer, einen einzelnen Gründer für die Entwicklung der vielfältigen Entwicklungslinien zu nennen, aus denen die heutigen Techniken der Intelligenzmessung stammen, da unterschiedliche Einflüsse aus England, Deutschland, den Vereinigten Staaten und Frankreich aufeinander trafen. Dennoch ragt unter den genannten Namen einer hervor: Alfred Binet. Der Psychologe Alfred Binet sowie der Arzt Théodore Simon entwickelten 1904 das erste moderne Messinstrument zur Messung von "Intelligenz". Sie wurden vom französischen Unterrichtsministerium beauftragt, einen Test zu entwickeln, auf dessen Grundlage geistig zurückgebliebene Kinder von normal intelligenten Kindern objektiv validiert werden können. Das Ergebnis war der Simon-Binet-IQ-Test, der den Testteilnehmern ein "Intelligenzalter" bescheinigt, welches bei überdurchschnittlich intelligenten Schülern über dem biologischen Alter liegt. (vgl. Peters, 20131) Der Schwerpunkt der Weiterentwicklung der Arbeiten von Binet und Simon verlagerte sich im Anschluss in die USA, wo durch Terman 1940 mit dem neu überarbeiteten Standfort-Binet Test Tests an einer breiten Masse an Kindern durchgeführt wurden. Auf Grund dieser viel breiteren Datenbasis konnten genauere Werte über das


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Product Details
  • ISBN-13: 9783656756712
  • Publisher: Grin Verlag Gmbh
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Weight: 50 gr
  • ISBN-10: 3656756716
  • Publisher Date: 30 Sep 2014
  • Height: 254 mm
  • No of Pages: 16
  • Spine Width: 1 mm
  • Width: 178 mm


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Der empirisch-psychologische Zugang zur Validierung der kognitiven Leistungsfähigkeit: Vorteile, Chancen und Grenzen der quantitativen psychologischen Diagnostik und deren Einflüsse auf das Bildungssystem
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Der empirisch-psychologische Zugang zur Validierung der kognitiven Leistungsfähigkeit: Vorteile, Chancen und Grenzen der quantitativen psychologischen Diagnostik und deren Einflüsse auf das Bildungssystem
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Der empirisch-psychologische Zugang zur Validierung der kognitiven Leistungsfähigkeit: Vorteile, Chancen und Grenzen der quantitativen psychologischen Diagnostik und deren Einflüsse auf das Bildungssystem

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