Individual Variations © 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

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 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.

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

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 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

Binet Intelligence Tests © 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

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

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

Theories and Tests of Intelligence © 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 mean or average IQ score for all age groups is designated as 100 ± 15. Given individually Ages 2 – 80s

Individual Intelligence Tests The Wechsler Scales © 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

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

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

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

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

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

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 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).

Theories and Tests of Intelligence © 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.”

Group Intelligence Tests © 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

Early Theories of Multiple Intelligence © 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).

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 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.

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 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.

Sternberg’s Triarchic Theory of Intelligence © 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

Sternberg’s Triarchic Theory Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sternberg’s Triarchic Theory Theory into Practice 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. A: Analytic intelligence. Cindy has the ability to do the things most likely measured by tests—analyze, judge, evaluate, compare, and contrast. Q: In what form of intelligence is Cindy high? Explain.

Sternberg’s Triarchic Theory Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sternberg’s Triarchic Theory Theory into Practice 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. A: Creative intelligence. Trent is imaginative and creative. He often does not conform. Q: In what form of intelligence is Trent high? Explain.

Sternberg’s Triarchic Theory Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sternberg’s Triarchic Theory Theory into Practice 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. A: Practical intelligence. Ken functions very well in day-to-day life, but struggles with the demands of school.

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

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

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

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

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

Emotional Intelligence © 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

Emotional Skills Developing emotional awareness Managing emotions © 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

Reflection & Observation © 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? Classroom Observation Video: “Multiple Intelligences in the Classroom” Please note: Some of these videos are very large; large videos may take a minute or two to download. You will need QuickTime player to view the videos.

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 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? YES NO During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.

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

Nature vs. Nurture in Intelligence © 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.

Ethnicity and IQ Testing © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Ethnicity and IQ Testing The consensus is that due to environmental factors, on average in the U.S., children from African American and Latino families score lower than white children on IQ tests.

Culture and IQ Tests Culturally biased tests favor: © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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

Between-Class Ability Grouping and Tracking © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Between-Class Ability Grouping and Tracking …groups students based on their ability or achievement. 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

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

Learning and Thinking Styles © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Learning and Thinking Styles Learning and Thinking Styles Dichotomies of Learning and Thinking Styles Evaluating Learning and Thinking Styles

Reflective vs. Impulsive Thinking Styles © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Reflective vs. Impulsive Thinking Styles Reflective students surpass impulsive students at Reading comprehension Remembering structured information Problem solving and decision making Goal setting Setting high standards for performance

Deep vs. Surface Learning Styles © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Deep vs. Surface Learning Styles Deep Learners Surface Learners 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

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

Personality vs. Temperament © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Personality vs. Temperament Personality: The distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world Temperament: A person’s behavioral style and characteristic way of responding

The “Big Five” Personality Factors © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The “Big Five” Personality Factors

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

Children’s Temperament © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Children’s Temperament Easy Positive mood Establishes regular routines Adapts to new experiences Difficult Reacts negatively Aggressive tendencies Lacks self-control Slow-to-Warm-Up Low activity level Negative Slow adaptability Low intensity of mood

Crack the Case The Workshops © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Crack the Case The Workshops What are the issues in this case? To what extent should teachers adapt their instruction to the strengths, learning styles, and personalities of their students? Why? What will you do in your classroom to accommodate individual differences such as students’ intellectual strengths, learning styles, and personalities? What other individual differences do you think you might have to accommodate? How will you do this? This case is on page 129 of the text.