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outstanding contributions to understanding intelligence, development, and memory, but his reserved personality, coupled with lack of formal psychology training, mentors, protégés, and alignment with the intellectual developments of his time made the latter contributions not as widely promoted and studied as his intelligence scale. Siegler supports his arguments well with secondary research and analysis, but his insights suffer from lack of discussion of data-collection methodology and possible insufficiency of sources.
Siegler asserts that Binet conducted important studies that improved our understanding of intelligence, development, and memory. He underlines that Binet conceptualizes intelligence as a complex construct that cannot be easily measured. Binet shows that intelligence is malleable and develops at different rates within and across groups across their lifespan, and that social factors influence cognitive development. Siegler further explains Binet’s findings and insights from his studies on children. Some of these are the views that cognitive development is a constructive process where children assimilate new knowledge and experiences to their ways of thinking, intelligence affects both simple and complex thought processes and behaviors, and high levels of physical activity are essential to their development. Furthermore, through experimental studies, Binet learned that children learned better when they learned ideas together in one text than in isolation and that suggestibility affected their memory too.
Siegler believes that Binet’s other contributions did not gather the same attention and attain equal prominence as his Binet-Simon scale because the latter did not gain a formal education in psychology, his reserved personality, inability to attract graduate students who could have expanded his work, and intellectual trends of his time. He describes that the absence of formal education might have been the main factor of losing his chances for
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