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© 2008 McGraw-Hill Higher Education. All rights reserved.
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C H A P T E R 4
Individual Variations
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Individual Variations
Intelligence
Controversies and Issues in
Intelligence
Individual TestsVersus
Group Tests
Theories of Multiple
Intelligence
IndividualIntelligence Tests
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What is “Smart”?
When someone is described as “smart,” what does that mean? What behaviors, skills, or competencies make someone smart? Come up with a list of words that describe smart.
Come up with a way to assess your definition of “smart”
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Binet Intelligence Tests
Mental Age
Intelligence Quotient (IQ)
Normal Distribution
An individual’s level of mental development relative to others
A symmetrical distribution Majority of the scores fall in the
middle Few scores in the extremes
MentalAgeIQ = 100
Chronological Age
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The Normal Curve
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The Wechsler Intelligence Scales
WPPSI-III Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 4 to 6 ½.
WISC-IV Wechsler Intelligence Scale for Children-Version IV. Ages 6 to 16.
WAIS-IV Wechsler Adult Intelligence Scale-Version IV
Age-related versions provide an overall IQ and verbal and performance IQs.
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Group Intelligence Tests
Advantage More convenient and economical
Disadvantages Examiner cannot:
establish rapport determine student’s level of anxiety
Student: might not understand instructions might be distracted by other students
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Early Theories of Multiple Intelligence
Spearman (1927): People have both general intelligence (g) and specific types of intelligence (s).
Thurston (1938): People have seven specific intellectual abilities: verbal comprehension, associative memory, word fluency, reasoning, number ability, spatial visualization, and perceptual speed.
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Sternberg’s Triarchic Theory of Intelligence
Analytical: analyze, judge, evaluate, compare/contrast
Creative: create, design, invent, originate, and imagine
Practical: use, apply, implement, put into practice
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Cindy always does very well on both standardized and classroom tests and gets good grades in school. However, she does not write original stories well, nor would anyone say that she has much common sense.
Sternberg’s Triarchic TheoryTheory into Practice
Q: In what form of intelligence is Cindy high? Explain.
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Trent does not do well on standardized tests. His grades are not very high. However, Trent is very imaginative and a wonderful storyteller. Trent’s classmates beg him to read his stories to the class. Trent hopes to be a novelist one day. However, he often turns in work that does not conform to teacher expectations or directions.
Q: In what form of intelligence is Trent high? Explain.
Sternberg’s Triarchic TheoryTheory into Practice
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Ken doesn’t do very well in school. However, he is very popular with his peers and has excellent leadership skills.
Q: In what form of intelligence is Ken high? Explain.
Sternberg’s Triarchic TheoryTheory into Practice
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Gardner’s Eight Frames of Mind
Verbal Mathematical Spatial Bodily-
kinesthetic
Musical Intrapersonal Interpersonal Naturalist
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Carrie loves to read and to write stories.
Gardner’s Eight Frames of MindTheory into Practice
Q: Which of Gardner's eight frames of mind is she displaying when she engages in these activities? Explain.
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Jane is an excellent athlete, excelling at soccer, basketball, and baseball.
Q: Which of Gardner's eight frames of mind is Jane displaying when she engages in these activities? Explain.
Gardner’s Eight Frames of MindTheory into Practice
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Steve loves to play the piano, trumpet, and drums and is quite good at all of them.
Q: Which of Gardner's eight frames of mind is Steve displaying when he engages in these activities? Explain.
Gardner’s Eight Frames of MindTheory into Practice
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Tanesha is a good friend. People often open up to her and tell her things they would not share with other people. She never betrays a trust.
Q: Which of Gardner's eight frames of mind is Tanesha displaying when she engages in these activities? Explain.
Gardner’s Eight Frames of MindTheory into Practice
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Gardner’s Eight Frames of Mind
Do you agree that there are eight different “intelligences”? Why/why not?
Should Gardner’s theory be applied in schools? Project Spectrum Key School
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According to Salovey and Mayer (1990) emotional intelligence is the ability to:
• perceive and express emotion accurately and adaptively,
• understand emotion and emotional knowledge,
• use emotion to facilitate thought, and
• manage emotions in oneself and others.
Emotional Intelligence
SaloveyMayer
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Emotional Skills
Developing emotional awareness Managing emotions Reading emotions Handling relationships
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Enter the DebateShould schools use intelligence tests for
placement purposes? YES NO
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The various theories have stimulated us to think more broadly about what makes up people’s intelligence and competence.
Contribution of Multiple Intelligence Approaches
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Nature vs. Nurture in Intelligence
Genetic components provide a propensity for a particular developmental trajectory.
Enriching environments can improve school achievement and the acquisition of skills.
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Ethnicity and IQ Testing
The consensus is that due to environmental factors, on average in the United States, children from African American and Latino families score lower than white children on IQ tests.
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Culture and IQ Tests
Culturally biased tests favor: Urban over rural children Middle-income over low-income children White children over minority children
Culture-fair tests, free of cultural bias: Type 1: Include items familiar to all
socioeconomic (SES) and ethnic backgrounds Type 2: Remove verbal items from tests
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Between-Class Ability Grouping and Tracking
Advantages Narrows class skill
range Prevents “less
able” students from holding back more- talented students
Disadvantages Stigmatizes
students in lower track
Segregates students by SES and ethnicity
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Within-Class Ability Grouping
Within-class ability grouping involves placing students in two or three groups within a class according to their ability or achievement.
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Learning and Thinking Styles
Learning andThinking Styles
Impulsive/Reflective Styles
Deep/Surface Styles
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Reflective vs. Impulsive Thinking Styles
Reflective students surpass impulsivestudents at
Reading comprehension Remembering structured information Problem solving and decision making Goal setting Setting high standards for performance
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Deep vs. Surface Learning Styles
Actively construct knowledge
Give meaning to material
Focus on internal rewards
Are self-motivated
Are passive learners
Fail to tie information to a larger framework
Focus on external rewards
Deep Learners Surface Learners
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Myers-Briggs Type Indicator
Extraversion/Introversion (EI) Sensing/Intuiting (SN) Thinking/Feeling (TF) Judging/Perceiving (JP)
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Creativity
Can anyone be creative or does it exist in a select few?
Convergent vs. divergent thinking
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CreativityTorrance Tests of Creative Thinking (TTCT)
Fluency Flexibility Elaboration Originality