Le psychologue français Alfred Binet est à l'origine du développement de tests mentaux destinés à diagnostiquer le « niveau intellectuel » des enfants. Initialement conçus comme des tests cliniques, leur importation aux États-Unis dans les années 1910 a considérablement modifié leur usage, leur portée pratique et leur interprétation. Devenus les instruments de politiques eugéniques ou héréditaristes, utilisés dans des processus de sélection de grande échelle, les tests ont transformé la conception que les psychologues se faisaient de l'intelligence: initialement conçue comme (...) multiforme et qualitative, elle est devenue une grandeur unique quantifiable. C'est dans ce contexte que le psychologue américain Louis Léon Thurstone, critiquant le manque de rigueur des méthodes statistiques utilisées dans les tests, a développé une nouvelle méthode permettant de disposer d'une unité et d'un zéro absolu pour la mesure (échelonnement) de l'intelligence. Une fois objectivée, sa méthode est devenue une « loi » générale permettant de rendre compte de tous les processus mentaux, de disposer d'un outil d'analyse des opinions et des attitudes. (shrink)

Our conscious minds exist in the Universe, therefore they should be identified with physical states that are subject to physical laws. In classical theories of mind, the mental states are identified with brain states that satisfy the deterministic laws of classical mechanics. This approach, however, leads to insurmountable paradoxes such as epiphenomenal minds and illusionary free will. Alternatively, one may identify mental states with quantum states realized within the brain and try to resolve the above paradoxes using the standard Hilbert (...) space formalism of quantum mechanics. In this essay, we first show that identification of mind states with quantum states within the brain is biologically feasible, and then elaborating on the mathematical proofs of two quantum mechanical no-go theorems, we explain why quantum theory might have profound implications for the scientific understanding of one's mental states, self identity, beliefs and free will. (shrink)

Macphail’s comparative approach to intelligence focused on associative processes, an orientation inconsistent with more multifaceted lay and scientific understandings of the term. His ultimate emphasis on associative processes indicated few differences in intelligence among vertebrates. We explore options more attuned to common definitions by considering intelligence in terms of richness of representations of the world, the interconnectivity of those representations, the ability to flexibly change those connections, knowledge, and individual differences. We focus on marine mammals, represented by the amphibious pinnipeds (...) and the aquatic cetaceans and sirenians, as animals that transitioned from a terrestrial existence to an aquatic one, experiencing major changes in ecological pressures. They adapted with morphological transformations related to streamlining the body, physiological changes in respiration and thermoregulation, and sensory/perceptual changes, including echolocation capabilities and diminished olfaction in many cetaceans, both in-air and underwater visual focus, and enhanced senses of touch in pinnipeds and sirenians. Having a terrestrial foundation on which aquatic capacities were overlaid likely affected their cognitive abilities. Vocal and behavioral observational learning capabilities in the wild and in laboratory experiments suggest versatility in group coordination. Empirical reports on aspects of intelligent behavior like problem-solving, spatial learning, and concept learning by various species of cetaceans and pinnipeds, suggest rich cognitive abilities. The high energy demands of the brain suggest brain-intelligence relationships might be fruitful areas for the study when specific hypotheses are considered, e.g., brain mapping indicates hypertrophy of specific sensory areas in marine mammals. Modern neuroimaging techniques provide ways to study neural connectivity, and the patterns of connections between sensory, motor, and other cortical regions provide a biological framework for exploring how animals represent and flexibly use information in navigating and learning about their environment. At this stage of marine mammal research, it would still be prudent to follow Macphail’s caution that it is premature to make strong comparative statements without more empirical evidence, but an approach that includes learning more about how animals flexibly link information across multiple representations could be a productive way of comparing species by allowing them to use their specific strengths within comparative tasks. (shrink)