1. © 2008 McGraw-Hill Higher Education. All rights reserved. 1 C H A P T E R 4 Individual Variations

2. © 2008 McGraw-Hill Higher Education. All rights reserved. Individual Variations Intelligence Controversies and Issues in Intelligence Individual Tests Versus Group Tests Theories of Multiple Intelligence Individual Intelligence Tests

3. © 2008 McGraw-Hill Higher Education. All rights reserved. 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”

4. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

5. © 2008 McGraw-Hill Higher Education. All rights reserved. The Normal Curve

6. © 2008 McGraw-Hill Higher Education. All rights reserved. The Wechsler Intelligence Scales WPPSI-IIIWechsler Preschool and Primary Scale of Intelligence-Revised. Ages 4 to 6 ½. WISC-IVWechsler Intelligence Scale for Children-Version IV. Ages 6 to 16. WAIS-IVWechsler Adult Intelligence Scale- Version IV Age-related versions provide an overall IQ and verbal and performance IQs.

7. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

8. © 2008 McGraw-Hill Higher Education. All rights reserved. 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.

9. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

10. © 2008 McGraw-Hill Higher Education. All rights reserved. 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.

11. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

12. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

13. © 2008 McGraw-Hill Higher Education. All rights reserved. Gardner’s Eight Frames of Mind Verbal Mathematical Spatial Bodily- kinesthetic Musical Intrapersonal Interpersonal Naturalist

14. © 2008 McGraw-Hill Higher Education. All rights reserved. Carrie loves to read and to 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.

15. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

16. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

17. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

18. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

19. © 2008 McGraw-Hill Higher Education. All rights reserved. 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 Salovey Mayer

20. © 2008 McGraw-Hill Higher Education. All rights reserved. Emotional Skills Developing emotional awareness Managing emotions Reading emotions Handling relationships

21. © 2008 McGraw-Hill Higher Education. All rights reserved. Enter the Debate Should schools use intelligence tests for placement purposes? YESNO

22. © 2008 McGraw-Hill Higher Education. All rights reserved. The various theories have stimulated us to think more broadly about what makes up people’s intelligence and competence. Contribution of Multiple Intelligence Approaches

23. © 2008 McGraw-Hill Higher Education. All rights reserved. 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.

24. © 2008 McGraw-Hill Higher Education. All rights reserved. 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.

25. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

26. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

27. © 2008 McGraw-Hill Higher Education. All rights reserved. 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.

28. © 2008 McGraw-Hill Higher Education. All rights reserved. Learning and Thinking Styles Learning and Thinking Styles Impulsive/ Reflective Styles Deep/ Surface Styles

29. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

30. © 2008 McGraw-Hill Higher Education. All rights reserved. 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

31. © 2008 McGraw-Hill Higher Education. All rights reserved. Myers-Briggs Type Indicator Extraversion/Introversion (EI) Sensing/Intuiting (SN) Thinking/Feeling (TF) Judging/Perceiving (JP)

32. © 2008 McGraw-Hill Higher Education. All rights reserved. Creativity Can anyone be creative or does it exist in a select few? Convergent vs. divergent thinking

33. © 2008 McGraw-Hill Higher Education. All rights reserved. Creativity Torrance Tests of Creative Thinking (TTCT) Fluency Flexibility Elaboration Originality