© 2009 McGraw-Hill Higher Education. All rights reserved. 1 C H A P T E R 4 Individual Variations © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 2 Learning Goals 1.Discuss what intelligence is, how it is measured, theories of multiple intelligences, the neuroscience of intelligence, and some controversies and issues about its use by educators. 2.Describe learning and thinking styles. 3.Characterize the nature of personality and temperament. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 3 Individual Variations Intelligence Controversies and Issues in Intelligence Intelligence Tests Theories of Multiple Intelligences What Is Intelligence? The Neuroscience of Intelligence © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 4 Connecting with Teachers Landa, a 5th-grade teacher in St. Louis, Missouri, uses Howard Gardner’s multiple intelligences approach in her classroom.  It is the best way to reach children because they have many different kinds of abilities.  She no longer stands in front of the class and lectures to students.  She facilitates their learning.  Her students work in cooperative learning groups to develop their interpersonal intelligences.  She educates her students’ parents with parent education classes. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 5 Intelligence Intelligence: Problem-solving skills and the ability to adapt to and learn from life’s everyday experiences. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 6 Binet Intelligence Tests Mental Age Intelligence Quotient (IQ) Normal Distribution An individual’s level of mental development relative to others A score designed to measure intelligence A symmetrical distribution Majority of the scores fall in the middle Few scores in the extremes © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 7 The Normal Curve © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 8 The Wechsler Intelligence Scales WPPSI-IIIWechsler Preschool and Primary Scale of Intelligence—ages 4 to 6. WISC-IVWechsler Intelligence Scale for Children—ages 6 to 16. WAIS-IIIWechsler Adult Intelligence Scale Age-related versions provide an overall IQ and verbal and performance IQs. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 9 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 © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 10 Sternberg’s Triarchic Theory of Intelligence Practical: use, apply, implement, put into practice Analytical: analyze, judge, evaluate, compare/contrast Creative: create, design, invent, originate, and imagine © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 11 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. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 12 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 Theory Theory into Practice © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 13 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 Theory Theory into Practice © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 14 Gardner’s Eight Frames of Mind Verbal Mathematical Spatial Bodily- kinesthetic Musical Intrapersonal Interpersonal Naturalist © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 15 Carrie loves to read and write stories. Gardner’s Eight Frames of Mind Theory into Practice Q: Which of Gardner's eight frames of mind is she displaying when she engages in these activities? Explain. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 16 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 Mind Theory into Practice © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 17 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 Mind Theory into Practice © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 18 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 Mind Theory into Practice © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 19 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  Manage emotions in oneself and others Emotional Intelligence © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 20 Reflection & Observation Reflection: How are you intelligent? How did teachers accommodate instruction to address your intellectual abilities? © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 21 Enter the Debate Should schools use intelligence tests for placement purposes? YESNO © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 22 The various theories have stimulated us to think more broadly about what makes up people’s intelligence and competence. Contribution of Multiple Intelligence Approaches © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 23 The Neuroscience of Intelligence Interest in the neuroscience of intelligence has increased. Questions include…  What is the brain’s role in intelligence?  Is there a relationship between brain size and intelligence?  Is intelligence linked to specific regions of the brain or is it more widely distributed across brain regions? © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 24 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. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 25 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. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 26 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 avoid cultural bias:  Type 1: Include items familiar to all socioeconomic (SES) and ethnic backgrounds  Type 2: Remove verbal items from tests © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 27 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 May have less experienced teachers, fewer resources, and lower expectations Segregates students by SES and ethnicity © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 28 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. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 29 Learning and Thinking Styles Learning and Thinking Styles Impulsive/ Reflective Styles Deep/ Surface Styles © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 30 Reflective vs. Impulsive Thinking Styles Reflective students surpass impulsive students at  Remembering structured information  Reading comprehension  Problem solving and decision making  Goal setting  Setting high standards for performance © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 31 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 © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 32 Personality and Temperament Personality and Temperament PersonalityTemperament © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 33 Personality: The distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world. Personality vs. Temperament Temperament: A person’s behavioral style and characteristic way of responding. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 34 The “Big Five” Personality Factors © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 35 Person-Situation Interaction Theory The best way to characterize an individual’s personality is not only in terms of personal traits or characteristics, but also in terms of the situation involved. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 36 Easy Positive mood Establishes regular routines in infancy Adapts easily to new experiences Difficult Reacts negatively, cries frequently Irregular daily routines Slow to accept change Slow to Warm Up Low activity level Somewhat negative Low intensity of mood Children’s Temperament © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 37 Rothbart and Bates’ Temperament Dimensions Extraversion/surgency  Includes positive anticipation, impulsivity, activity level, and sensation seeking. Negative affectivity  Includes fear, frustration, sadness, and discomfort. Effortful control (self-regulation)  Includes focus and shifting attention, inhibitory control, perceptual sensitivity, and low-intensity pleasure. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 38 Classroom Connections: Crack the Case— Workshops 1. What are the issues in this case? 2. To what extent should teachers adapt their instruction to the strengths, learning styles, and personalities of their students? Why? 3. What will you do in your classroom to accommodate individual differences such as students’ strengths, learning styles, and personalities? © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 39 Classroom Connections: Crack the Case— Workshops 4. What other individual differences do you think you might have to accommodate? How will you do this? 5. On which theory is Ms. Jacobson basing her comments regarding Joe and Martha? 6. What type of grouping is Mr. Adams most likely discussing? © 2011 McGraw-Hill Higher Education. All rights reserved.