INDIVIDUAL DIFFERENCES - Theories Of Intelligence

INDIVIDUAL DIFFERENCES:
THEORIES OF INTELLIGENCE THAT
INFLUENCES INDIVIDUAL DIFFERENCES
BY: ROMMEL LUIS C. ISRAEL III

INDIVIDUAL DIFFERENCES
• the more-or-less enduring psychological characteristics that
distinguish
one person from another
• Help to define each person's individuality:
 intelligence
 personality traits and
values.
Reference: Williamson, Jeanine (2018). Individual Diferrences.
Retrieved January 28, 2020, from
https://www.sciencedirect.com/topics/psychology/individual-
differences.

THEORIES OF INTELLIGENCE THAT INFLUENCE
INDIVIDUAL DIFFERENCES
1. Triarchic Theory of Intelligence by Sternberg
2. The Gender Schema Theory
3. Gardner’s Theory of Multiple Intelligences

TRIARCHIC THEORY OF
INTELLIGENCE BY
STERNBERG

ROBERT J. STERNBERG
• Professor of Human Development
in the College of Human Ecology
• transformed the study of intelligence
with his “triarchic” theory of successful intelligence
• has been selected to receive the 2017 William James Fellow
Award from the Association for Psychological Science
Reference: Kelley, Susan (2017). Robert J. Sternberg Receives Lifetime Achievemnet Award. Retrieved January 28, 2020, from
https://news.cornell.edu/stories/2017/03/robert-j-sternberg-receives-lifetime-achievement-award.
Image from: https://news.cornell.edu/stories/2017/03/robert-j-sternberg-receives-lifetime-achievement-award

Image from: https://www.instructionaldesign.org/theories/triarchic-theory/

TRIARCHIC THEORY: 3 MAJOR COMPONENTS OF
INTELLIGENT BEHAVIOR
1. Componential – information processing skills
2. Experiential – experience with a given task or a situation
3. Contextual – ability to adjust to one’s behavior to the
demands of the context.
Reference: Culatta, Richard (2020). Triarchic Theory (Robert Sternberg). Retrieved January 28, 2020, from
https://www.instructionaldesign.org/theories/triarchic-theory/.

COMPONENTIAL SUB-THEORY
• Information Processing skills are required to encode, combine,
and compare varying kinds of information
• outlines the structures and mechanisms that underlie
intelligent behavior categorized:
1. Metacognitive
2. performance, or
3. knowledge acquisition components

EXPERIENTIAL SUB-THEORY
• Individual can automate information over repeated experiences in
doing a task
• Proposes that intelligent behavior be interpreted along a continuum
of experience from novel to highly familiar tasks/situations,
• There is a difference in the intelligence between performance of one
who experienced doing a particular task for years than one who has
not.
Reference: Culatta, Richard (2020). Triarchic Theory (Robert Sternberg). Retrieved January 28, 2020, from https://www.instructionaldesign.org/theories/triarchic-
theory/.

CONTEXTUAL SUB-THEORY
• Accepts the view that people function according to
different situations and try to adapt to the demands of a
situation by selecting better environments, and shaping
other situations as necessary to meet their own needs.

KINDS OF INTELLIGENCE
Sternberg developed a theory of successful intelligence
(abilities) as an extension of his triarchic theory.
1. Practical intelligence
2. Creative intelligence
3. Analytical intelligence
Reference: Vinney, Cynthia (2020). Understanding the Triarchic Theory of Intelligence. Retrieved January 28, 2020, from https://www.thoughtco.com/triarchic-theory-of-
intelligence-4172497.

PRACTICAL INTELLIGENCE
• one’s ability to successfully interact with the everyday world,
day to day activities in process of social and professional
interaction within the family and in the workplace.
• Use of tacit knowledge or common sense.
• Practical intelligence is related to the contextual sub-theory.

CREATIVE INTELLIGENCE
• Related to experiential sub-theory
• one’s ability to use existing knowledge to imagine,
create/devising new ways to handle new problems or
concerns including present demands.
Reference: Vinney, Cynthia (2020). Understanding the Triarchic Theory of Intelligence. Retrieved January 28, 2020, from https://www.thoughtco.com/triarchic-
theory-of-intelligence-4172497.

ANALYTICAL INTELLIGENCE
• Related to the componential sub-theory
• It is essentially academic intelligence
• It is used to solve problems, the power to apply logical
reasoning to arrive at the best answer to a question.
• It is the kind of intelligence that is measured by a standard IQ
test.

SANDRA BEM’S THE GENDER
SCHEMA THEORY

SANDRA BEM
• Sandra Ruth Lipsitz was born in
Pittsburgh, Pennsylvania, on June
22, 1944, married to Daryl Bem
• She taught at Carnegie-Mellon and
Stanford, but eventually took a
position at Cornell University after
Stanford denied her application for tenure.
Reference: Cherry, Kendra (2018). Sandra Bem Biography. Retrieved January 28, 2020, from https://www.verywellmind.com/sandra-bem-biography-2795500
Image from: . https://www.legacy.com/obituaries/name/sandra-bem-obituary?pid=171093461

SANDRA BEM
• At Cornell, she served as a professor of Women's Studies
and the Director of the Women's Studies program. Her
research interests while at Cornell centered on sexuality,
androgyny and gender schema theory.
• Bem had an important influence in psychology and on our
understanding of sex roles, gender, and sexuality.

THE GENDER SCHEMA THEORY
• Suggests an organizational pattern of behavior enabling children to sort
out perceived information which revolves around what the society defines
and classifies in terms of accepted behavior patterns, individual
differences, and the principle of gender.
• Example: Boys have tasks that are more complicated tasks than that
of the girls,
Boys are for ball and wagons while girls are for ribbons and
laces.
• Children’s self concept are developed base from this adaptation of what
the society’s notion of a male and a female (society’s gender schema)

THE GENDER SCHEMA THEORY
Example:
• traditional culture: women are for household chores and raise
children while men work outside the home to support the
family.
Here, Children will develop a gender schema in line with what
they observe, and through their schema, will develop an
understanding of what they can do as a boy or girl.
Reference: Vinney, Cynthia (2019). The Gender Schema Theory. Retrieved January 30, 2020, from https://www.thoughtco.com/gender-schema-4707892.

GENDER SCHEMA THEORY
Bem’s theory suggests that people fall into one of four gender
categories:
1. Sex-typed individuals
2. Cross-sex typed individuals
3. Androgynous Individuals
4. Undifferentiated Individuals

SEX-TYPED INDIVIDUALS
• They identify with the gender that
corresponds to their physical sex.
• They process and integrate information
according to their schema for their gender.

CROSS-SEX TYPED INDIVIDUALS
•They process and integrate
information according to their schema
for the opposite gender.

ANDROGYNOUS INDIVIDUALS
•They process and integrate
information based on their
schema for both genders.

UNDIFFERENTIATED INDIVIDUALS
•have difficulty processing
information based on any
gender schema.

GARDNER’S THEORY OF
MULTIPLE INTELLIGENCES

HOWARD GARDNER
• A Developmental Psychologist
• Known for his Theory Of Multiple
Intelligences
• He believed that the conventional
concept of intelligence was too
narrow and restrictive and that
measures of IQ often miss out on
other "intelligences" that an
individual may possess.
Reference: Kendra, Cherry (2019). Howard Gardner Biography And Theories. Retrieved January 31, 2020,
from https://www.verywellmind.com/howard-gardner-biography-2795511.
Image from: Kendra, Cherry (Performer). (2019, December 6). Howard
Gardner [Web Photo]. Retrieved January 31, 2020, from
https://www.verywellmind.com/howard-gardner-biography-2795511.

HOWARD GARDNER
• born on July 11, 1943 in Scranton, Pennsylvania
• described himself as "a studious child who gained much pleasure
from playing the piano."
• completed his post-secondary education at Harvard, earning his
undergraduate degree in 1965 and his Ph.D. in 1971
• While he had originally planned to study law, he was inspired to
study developmental psychology by the works of Jean Piaget
• Mentor: Erik Erikson, famous psychoanalyst
Reference: Kendra, Cherry (2019). Howard Gardner Biography And Theories. Retrieved January 31, 2020, from https://www.verywellmind.com/howard-gardner-
biography-2795511.

"We have this myth that the only way to learn something is
to read it in a textbook or hear a lecture on it. And the only
way to show that we've understood something is to take a
short-answer test or maybe occasionally with an essay
question thrown in. But that's nonsense. Everything can be
taught in more than one way,“
- Howard Gardner
From: Kendra, Cherry (2019). Howard Gardner Biography And Theories. Retrieved January 31, 2020, from https://www.verywellmind.com/howard-gardner-
biography-2795511.

Image from: Kendra, Cherry (Composer). (2019, July 17). Gardner’s Theory Of Multiple Intelligences [Web Photo]. Retrieved January
31, 2020, from https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161.
8 DIFFERENT KINDS OF INTELLIGENCE

VISUAL-SPATIAL INTELLIGENCE
• Strength: Visual and spatial judgment
• Those who are strong in visual-spatial intelligence are
good at visualizing things.
• They are good with directions as well as maps, charts,
videos, and pictures.
Reference: Kendra, Cherry (2019). Gardner’s Theory Of Multiple Intelligence. Retrieved January 31, 2020, from https://www.verywellmind.com/gardners-theory-
of-multiple-intelligences-2795161.

CHARACTERISTICS:
Enjoys reading and writing
Good at putting puzzles together
Good at interpreting pictures, graphs, and charts
Enjoys drawing, painting, and the visual arts
Recognizes patterns easily
Reference: Kendra, Cherry (2019). Gardner’s Theory Of Multiple Intelligence. Retrieved January 31, 2020, from
https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161.

Potential Career Choices:
Architect
Artist
Engineer
Reference: Kendra, Cherry (2019). Gardner’s Theory Of Multiple Intelligence. Retrieved January 31, 2020,
from https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161.

LINGUISTIC-VERBAL INTELLIGENCE
• Strengths: Words, language, and writing
• They are able to use words well, both when writing and
speaking.
• They are typically very good at writing stories, memorizing
information, and reading

CHARACTERISTICS:
Good at remembering written and spoken information
Enjoys reading and writing
Good at debating or giving persuasive speeches
Able to explain things well
Often uses humor when telling stories

POTENTIAL CAREER CHOICES:
Writer/journalist
Lawyer
Teacher

LOGICAL-MATEMATICAL INTELLIGENCE
Strengths: Analyzing problems and mathematical
operations
 They are good at reasoning, recognizing patterns, and
logically analyzing problems.
They tend to think conceptually about numbers,
relationships, and patterns.

LOGICAL-MATHEMATICAL INTELLIGENCE
CHARACTERISTICS:
Excellent problem-solving skills
Enjoys thinking about abstract ideas
Likes conducting scientific experiments
Good at solving complex computations

LOGICAL-MATHEMATICAL INTELLIGENCE
ScientistMathematicianComputer
Mathematician
Computer programmer
Engineer
Accountant

BODILY-KINESTHETIC INTELLIGENCE
Strengths: Physical movement, motor control
They are said to be good at body movement, performing
actions, and physical control
 They tend to have excellent hand-eye coordination and
dexterity (skill in performing tasks)

Good at dancing and sports
Enjoys creating things with his or her hands
Excellent physical coordination
Tends to remember by doing, rather than hearing or
seeing

Dancer
Builder
Sculptor
Actor

MUSICAL INTELLIGENCE
Strengths: Rhythm and music
They are good at thinking in patterns, rhythms, and
sounds.
They have a strong appreciation for music and are often
good at musical composition and performance.

CHARACTERISTICS:
Enjoys singing and playing musical instruments
Recognizes musical patterns and tones easily
Good at remembering songs and melodies
Rich in understanding of musical structure, rhythm, and notes

Musician
Composer
Singer
Music Teacher
Conductor

INTERPERSONAL INTELLIGENCE
Strengths: Understanding and relating to other people
They are good at understanding and interacting with other
people.
 They are skilled at assessing the emotions, motivations,
desires, and intentions of those around them

CHARACTERISTICS:
 Good at verbal communication
 Skilled at non-verbL communication
Sees situations from different perspectives
Creates positive relationships with others
Good at resolving conflict in groups

Psychologist
Philosopher
Counselor
Salesperson
Politician

INTRAPERSONAL INTELLIGENCE
Strengths: Introspection and self-reflection
They are good at being aware of their own emotional
states, feelings, and motivations.
They tend to enjoy self-reflection and analysis, including
daydreaming, exploring relationships with others, and
assessing their personal strengths

CHARACTERISTICS:
Good at analyzing his or her strengths and weaknesses
Enjoys analyzing theories and ideas
Excellent self-awareness
Clearly understands the basis for his or her own motivations and
feelings

Philosopher
Writer
Theorist
Scientist

NATURALISTIC INTELLIGENCE
Strengths: Finding patterns and relationships to nature
It is the most recent addition to Gardner’s theory and has been met
with more resistance than his original seven intelligences.
They are more in tune with nature and are often interested in
nurturing, exploring the environment, and learning about other
species.
They are said to be highly aware of even subtle changes to their
environments.

CHARACTERISTICS:
They are Interested in subjects such as botany, biology, and zoology
Good at categorizing and cataloging information easily
They may enjoy camping, gardening, hiking, and exploring the
outdoors
They do not enjoy learning unfamiliar topics that have no connection
to nature

Biologist
Conservationist
Gardener
Farmer

ONE OF THE MOST CONTROVERSIAL ISSUES IN THE
STUDY OF HUMAN INTELLECTUAL FUNCTIONING
• The question of how individual differences develop in
intelligence.
• Arthur Jensen in 1969 claimed that as much as 80% of
difference in IQ were attributable to genetic or inherited
factor, and only few of differences come from social
environmental factor

ARTHUR JENSEN
Suggested 2 genetically based level of intelligence:
1. Level 1 Learning – Associative Learning
2. Level 2 Learning- Cognitive Learning

ASSOCIATIVE LEARNING
• Involves short term memory, rote (mechanical or habitual
repetition) learning, attention, and simple associative
skills
Example:
a set of objects presented to a child like number series.
Then, the child is asked to recall them.

COGNITIVE LEARNING
• Child moves on a higher level of learning
• Engages in abstract thinking, analyzing symbols, learn
concepts, and even use language in problem solving.
• Mostly measured by intelligence test
• Predicts school achievement for it manifests the amount
of knowledge one is able to acquire (measure of
performance)

COGNITIVE LEARNING
• Ability to answer question is an example of Cognitive
learning:
 how is male different from female?
What does a knife symbolizes for teenagers?

ASSOCIATIVE LEARNING VS. COGNITIVE LEARNING
(ACCDG. TO JENSEN)
• Associative learning is distributed across people while
Cognitive learning is more concentrated in the middle
class than in working class

ACHIEVEMENT MOTIVATION AND INTELLECTUAL
PERFORMANCE
VARIOUS MANIFESTATIONS OF ACHIEVEMENT MOTIVATION:
Tendency to strive for successful performance
To evaluate performance against specific standards of
excellence
Experience pleasure out of a successful performance
These impact on the children’s performance along with
experiences in the family, school, peers, and community.

• Vary according to the child’s idea or concept of himself, as
a person or as a learner (referred to as Self-Esteem)
• Self-esteem index:
Influenced by his negative feelings about learning tasks
which consequently affects his learning capacity in some
areas, he then gets distracted from the task making the
learning process unsuccessful.
ACHIEVEMENT MOTIVATION AND INTELLECTUAL
PERFORMANCE

WHAT IS INTELLIGENCE?
Collins English Dictionary:
‘the ability to think, reason, and understand instead of doing
things automatically or by instinct’.
Macmillan Dictionary:
it is ‘the ability to understand and think about things, and to
gain and use knowledge’.
Abilities such as verbal communication, abstract thinking,
logical reasoning, use of common sense
Reference: Burton, Neel (2018). What Is Intelligence. Retrieved January 31, 2020, from https://www.psychologytoday.com/us/blog/hide-and-seek/201811/what-is-
intelligence.

4 CONCEPTUAL APPROACHES TO INTELLIGENCE
1. Psychometric Approach
2. Factor Analysis and General Intelligence
3. Cognitive Approcah
4. Implicit Theory Approach

PSYCHOMETRIC APPROACH
• Measurement of hidden intelligence or mental
characteristics
• Establish by British Psychologist Charles Spearman
• Through analysis of results of intelligence test, the
structure of human intelligence is caused by one factor or
a combination of factors

Image from:
https://i.ytimg.com/vi/D4aI0Mes4sY/maxresdefault.jpg

FACTOR ANALYSIS AND GENERAL INTELLIGENCE
• Similar to the concept of “factoring” in mathematics
• Applied to intelligence, it establishes the ralation of different
measures of intelligence.
• It will reveal a different common factor given a particular
situation:
One may be adept in mathematics in particularin solving
problems involving complicated solutions but poor in giving
meaning to symbols in a story.

Spearman proposed a 2 factor theory of intelligence:
1. General factor of g or general intelligence
2. s factor as individual task
Intellectual tasks are correlated and each has specific factors
that affect performance
There are different s factors in the individual tasks which
influence the correlation between tasks.
FACTOR ANALYSIS AND GENERAL INTELLIGENCE

COGNITIVE APPROACH
• Concerns itself with the processes that result to intelligent
behavior
• The products of intelligence come from mental operations
that enable one to give answers to questions and solutions to
problems
• Aims to describing the specific components of a given
intellectual tasks and spell out the mental
activities/operations to be able to perform the task.

COGNITIVE APPROACH
• Different people vary in the use of mental processes as
according to speed and rate they use, hence, theorist
consider the individual differences in learning.

COGNITIVE APPROACH
ROBERT STERNBERG
Argued that there is a joint operation of components and
metacomponents of intelligence
Components include all the cognitive processes that afford the
person the ability tomrespond to stimuli, store information, perform
mental comparisons, arrive at solutions and engage in a system of
recall from long term memory.
Metacomponents are higher order processes that we use to analyze a
problem and to pick a strategy for solving it.

Image from:
https://image.slidesharecdn.com/i
ndividualdifferences-
140228023219-
phpapp02/95/individual-
differences-triarchic-theory-of-
intelligence-by-sternberg-3-
638.jpg?cb=1393555074

IMPLICIT THEORY APPROACH
• Asserts that intelligence is that which is used everyday
• A person manifests practical intelligence by trying to
analyze situations, solve problems, and interpret
information by being conscious of the implications of his
actions on others.

REFERENCES
Williamson, Jeanine (2018). Individual Diferrences. Retrieved January 28, 2020, from
https://www.sciencedirect.com/topics/psychology/individual-differences.
Kelley, Susan (2017). Robert J. Sternberg Receives Lifetime Achievemnet Award. Retrieved January 28, 2020, from
https://news.cornell.edu/stories/2017/03/robert-j-sternberg-receives-lifetime-achievement-award.
Culatta, Richard (2020). Triarchic Theory (Robert Sternberg). Retrieved January 28, 2020, from
Vinney, Cynthia (2020). Understanding the Triarchic Theory of Intelligence. Retrieved January 28, 2020, from
https://www.thoughtco.com/triarchic-theory-of-intelligence-4172497.

REFERENCE:
Cherry, Kendra (2018). Sandra Bem Biography. Retrieved January 28, 2020, from
https://www.verywellmind.com/sandra-bem-biography-2795500.
Vinney, Cynthia (2019). The Gender Schema Theory. Retrieved January 30, 2020, from
https://www.thoughtco.com/gender-schema-4707892.
Kendra, Cherry (2019). Howard Gardner Biography And Theories. Retrieved January 31, 2020, from
https://www.verywellmind.com/howard-gardner-biography-2795511.
Kendra, Cherry (2019). Gardner’s Theory Of Multiple Intelligence. Retrieved January 31, 2020, from

REFERENCE
Burton, Neel (2018). What Is Intelligence. Retrieved January 31, 2020, from
https://www.psychologytoday.com/us/blog/hide-and-seek/201811/what-is-intelligence.

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