Santrock: Educational Pyschology Analysis of Chapter 4 2017

1. Northeast Normal University
Faculty of Education
Course:
Educational Psychology
By:
Dare Saagyum Philip
CHAPTER 4
Individual Variations

2. CHAPTER 4
Individual Variations

3. OUTLINE
Intelligence
Learning and Thinking Styles
Personality and Temperament

4. Intelligence
Controversies and
Issues in
Intelligence
Intelligence Tests
Theories of
Multiple
Intelligences
What is
Intelligence?

5. What Is Intelligence?
• Solve problems
• Adapt and learn from experience
• Creativity and Interpersonal Skills
• Practical know-how
• Cannot be measured directly
• Evaluated indirectly through the performance of people

6. Intelligence Tests
There are two main intelligence tests that are administered to children;
• Stanford Binet Test a.k.a. 1905 Scale and Mental Age
• Developed by Alfred Binet, a French psychology
 Administered individually to persons aged 2 till adulthood
 Verbal and non-verbal intelligence
 Currently in its fifth edition
• Intelligence Quotient (IQ) by William Stern 1912; MA/CA x 100

7. The 5 Aspects Stanford-Binet Test Assessment include;
 Fluid reasoning (Abstract thinking)
 Knowledge (Conceptual information)
 Quantitative reasoning (Mathematics)
 Visual-spatial reasoning (Understanding visual forms and
spatial layouts)
 Working memory (Recall of new memory)

8. The Normal Curve
• A symmetrical
distribution
• Majority of the
scores fall in the
middle
• Few scores in the
extremes

9. The Wechsler Intelligence Scales
• Developed by David Wechsler
Wechsler Scale Type Ages ranges Tested
Wechsler Preschool and Primary
Scale
Third Edition (WPPSI-III)
2years, 6months - 7years, 3months
Wechsler Intelligence Scale for
Children and Adolescence
Fourth Edition (WISC-IV)
6 -16 years
Wechsler Adult Intelligence Scale:
Third Edition (WAIS-III)
16 and Above

10. Group Intelligence Tests
• Lorge-Thorndike Intelligence Tests
• Otis-Lennon School Ability Test (OLSAT).
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

11. Sternberg’s Triarchic Theory of Intelligence
(By Robert J. Sternberg)
Practical: use,
apply, implement,
put into practice
Analytical: analyze,
judge, evaluate,
compare/contrast
Creative: create,
design, invent,
originate, and
imagine

12. Zombi does not do well on standardized tests. His
grades are not very high. However, Zombi is very
imaginative and a wonderful storyteller. Zombi’s
classmates beg him to read his stories to the class.
Zombi 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 Zombi
high? Explain.
Sternberg’s Triarchic Theory
Theory into Practice

13. Johnny always does very well on both standardized and
classroom tests and gets good grades in school. However,
he does not write original stories well, nor would anyone
say that he has much common sense.
Sternberg’s Triarchic Theory
Theory into Practice
Q: In what form of intelligence is Johnny high?
Explain.

14. Kofi 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 Kofi high?
Explain.
Sternberg’s Triarchic Theory
Theory into Practice

15. Gardner’s Eight Frames of Mind: Howard Gardner
• Verbal: Thinking in words/Language. E.g. Authors, journalists.
• Mathematical: Carrying out mathematical operations. E.g. Scientists
• Spatial: Thinking three-dimensionally. E.g. Architects, artists,
sailors
• Bodily-kinesthetic: Use of body motion and manipulation of objects.
E.g. Surgeons, crafts people, dancers, athletes

16. Gardner’s Eight Frames of Mind Cont’d
• Musical: A sensitivity to pitch, melody, rhythm, and tone. E.g. Musicians
• Intrapersonal: Understanding oneself and effectively direct one’s life. E.g.
Theologians, Psychologists
• Interpersonal: Understanding and effectively interacting with others. E.g.
Successful teachers, mental health professionals
• Naturalist: Observe patterns in nature and understand natural and man-made
things. E.g. Farmers, botanists, ecologists, landscapers

17. Question:
As a teacher of the kindergarten, how would you apply the
Gardner’s theory to enable all children as expected?

18. 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

19. Reflection & Observation
Reflection:
• How are you intelligent?
• How did teachers accommodate instruction to address your
intellectual abilities?
• Should intelligence tests be used as basis for School placements?

20. Nature vs. Nurture in Intelligence
Nature: A child’s biological inheritance
Nurture: Environmental experiences
Q? What are your perceptions on the two variables?

21. 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: aim to avoid cultural bias:
• Type 1: Include items familiar to all socioeconomic (SES) and
ethnic backgrounds
• Type 2: Remove verbal items from tests

22. 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
Between-Class

23. Within-Class Ability Grouping
• Placing students in two or three groups within a class according to their ability or achievement.
What are its advantages and drawbacks?

24. Learning and Thinking Styles
Learning and
Thinking Styles
Impulsive/
Reflective Styles
Deep/
Surface Styles

25. 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
NB: Impulsive students often make more mistakes than reflective students

26. 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

27. Personality and Temperament
Personality
and Temperament
Personality Temperament

28. 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.

29. The “Big Five” Personality Factors

30. 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.

31. 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

32. Questions for Discussion
• When will you as a teacher take into consideration the individual
differences such as students’ strengths, learning styles, and
personalities in your instruction?
• How can teachers incorporate the strengths, learning styles, and
personalities of their students in their instruction to favor all
students? Why?
• What other individual differences do you think you might have to
accommodate?

33. THANK YOU FOR YOUR PARTICIPATION