© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update C H A P T E R 4 Individual Variations

4.2 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Learning Goals 1.Discuss the concept of intelligence, how it is measured, and some controversies about its use by educators. 2.Describe and evaluate learning and thinking styles. 3.Define personality, identify the “big five” factors in personality, and discuss person-situation interaction. Also, define temperament, identify three types of children’s temperament, and evaluate teaching strategies linked to children’s temperament.

4.3 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Individual Variations Intelligence Controversies and Issues in Intelligence Individual Tests Versus Group Tests Theories of Multiple Intelligences Individual Intelligence Tests

4.4 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Intelligence Intelligence: Problem-solving skills and the ability to adapt to and learn from life’s everyday experiences Buros

4.5 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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 falling in the middle Few scores in the extremes

4.6 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The Normal Curve

4.7 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Bell Curve

4.8 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Theories and Tests of Intelligence The Stanford-Binet test –The Stanford-Binet test –The mean or average IQ score for all age groups is designated as 100 ± 15. –Given individually –Ages 2 – 80s

4.9 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Individual Intelligence Tests The Wechsler Scales Age-related versions provide an overall IQ and also yield both verbal and performance IQs. (WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2.5 to 7.3 (WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (WAIS-III) Wechsler Adult Intelligence Scale- Revised Ages 16-89

4.10 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update WPPS I WPPSI-III

4.13 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

4.14 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Wechsler Subscales

4.15 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

4.16 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

4.17 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update WISC-IV Word Reasoning—measures reasoning with verbal material; child identifies underlying concept given successive clues. Matrix Reasoning—measures fluid reasoning a (highly reliable subtest on WAIS® –III and WPPSI™–III); child is presented with a partially filled grid and asked to select the item that properly completes the matrix. Picture Concepts—measures fluid reasoning, perceptual organization, and categorization (requires categorical reasoning without a verbal response); from each of two or three rows of objects, child selects objects that go together based on an underlying concept. Letter-Number Sequencing—measures working memory (adapted from WAIS–III); child is presented a mixed series of numbers and letters and repeats them numbers first (in numerical order), then letters (in alphabetical order). Cancellation—measures processing speed using random and structured animal target forms (foils are common non-animal objects).

4.18 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Theories and Tests of Intelligence Raven’s Progressive Matrices –Psychologists created “culture-reduced” tests without language. It tests abstract reasoning ability (non-verbal intelligence or performance IQ).

Figure 9.2 Items similar to those in Raven’s Progressive Matrices test. The instructions are: “Each pattern has a piece missing. From the eight choices provided, select the one that completes the pattern, both going across and going down.”

4.20 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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

4.21 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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).

4.22 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Figure 9.3 According to Spearman (1904), all intelligent abilities have an area of overlap, which he called (for “general”). Each ability also depends partly on an s (for “specific”) factor.

4.23 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Figure 9.4a Measurements of sprinting, high jumping, and long jumping correlate with one another because they all depend on the same leg muscles. Similarly, the g factor that emerges in IQ testing could reflect a single ability that all tests tap.

4.24 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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

4.25 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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 Theory Theory into Practice Q: In what form of intelligence is Cindy high? Explain.

4.26 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Trent does not do well on standardized tests. His grades are not very high. However, Trent is very imaginative and a wonderful story-teller. 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. Sternberg’s Triarchic Theory Theory into Practice Q: In what form of intelligence is Trent high? Explain.

4.27 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Ken doesn’t do very well in school. However, he is very popular with his peers and has excellent leadership skills. Sternberg’s Triarchic Theory Theory into Practice Q: In what form of intelligence is Ken high? Explain.

4.28 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Gardner’s Multiple Intelligences

4.29 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Carrie loves to read and to write stories. Gardner’s Eight Frames of Mind Theory into Practice Q: Which of Gardner's’ 8 Frames of Mind is she displaying when she engages in these activities? Explain.

4.30 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Jane is an excellent athlete, excelling at soccer, basketball, and baseball. Gardner’s Eight Frames of Mind Theory into Practice Q: Which of Gardner's’ 8 Frames of Mind is Jane displaying when she engages in these activities? Explain.

4.31 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Steve loves to play the piano, trumpet, and drums and is quite good at all of them. Gardner’s Eight Frames of Mind Theory into Practice Q: Which of Gardner's’ 8 Frames of Mind is Steve displaying when he engages in these activities? Explain.

4.32 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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. Gardner’s Eight Frames of Mind Theory into Practice Q: Which of Gardner's’ 8 Frames of Mind is Tanesha displaying when she engages in these activities? Explain.

4.33 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Emotional Intelligence According to Salovey and Mayer (1990) emotional intelligence is the ability to: monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action. Salovey Mayer

4.34 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Emotional Skills Developing emotional awareness Managing emotions Reading emotions Handling relationships

4.35 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Reflection & Observation Reflection: How are you intelligent? How did teachers accommodate instruction to address your intellectual abilities? Observation: What were the children in these classrooms learning? Why is it important for children to develop these abilities? What new teaching ideas did you glean from this video?

4.36 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Enter the Debate Should schools use intelligence tests for placement purposes? YESNO

4.37 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The various theories have stimulated us to think more broadly about what makes up people’s intelligence and competence. Contribution of Multiple Intelligence Approaches

4.38 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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.