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C H A P T E R 4

C H A P T E R 4. Individual Variations. Individual Variations. Intelligence. Individual Intelligence Tests. Controversies and Issues in Intelligence. Individual Tests Versus Group Tests. Theories of Multiple Intelligence. What is “Smart”?.

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C H A P T E R 4

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  1. C H A P T E R 4 Individual Variations

  2. Individual Variations Intelligence Individual Intelligence Tests Controversies and Issues in Intelligence Individual Tests Versus Group Tests Theories of Multiple Intelligence

  3. 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. 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 Binet Intelligence Tests

  5. The Normal Curve

  6. The Wechsler Intelligence Scales Age-related versions provide an overall IQ and verbal and performance IQs. WPPSI-III Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 4 to 6 ½. WISC-IV Wechsler Intelligence Scale for Children-Version IV. Ages 6 to 16. WAIS-IV Wechsler Adult Intelligence Scale-Version IV

  7. 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. 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. 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. Sternberg’s Triarchic TheoryTheory 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. Q:In what form of intelligence is Cindy high? Explain.

  11. Sternberg’s Triarchic TheoryTheory into Practice 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.

  12. Sternberg’s Triarchic TheoryTheory 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.

  13. Verbal Mathematical Spatial Bodily-kinesthetic Musical Intrapersonal Interpersonal Naturalist Gardner’s Eight Frames of Mind

  14. Gardner’s Eight Frames of MindTheory into Practice • Carrie loves to read and to write stories. Q:Which of Gardner's eight frames of mind is she displaying when she engages in these activities? Explain.

  15. Gardner’s Eight Frames of MindTheory into Practice 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.

  16. Gardner’s Eight Frames of MindTheory into Practice 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.

  17. Gardner’s Eight Frames of MindTheory 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 eight frames of mind is Tanesha displaying when she engages in these activities? Explain.

  18. 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. Salovey Mayer Emotional Intelligence • 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.

  20. Emotional Skills • Developing emotional awareness • Managing emotions • Reading emotions • Handling relationships

  21. Enter the Debate Should schools use intelligence tests for placement purposes? YES NO

  22. Contribution of Multiple Intelligence Approaches The various theories have stimulated us to think more broadly about what makes up people’s intelligence and competence.

  23. Genetic components provide a propensity for a particular developmental trajectory. Enriching environments can improve school achievement and the acquisition of skills. Nature vs. Nurture in Intelligence

  24. 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. 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. 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 Between-Class Ability Grouping and Tracking

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

  29. 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. 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 vs. Surface Learning Styles Surface Learners Deep Learners

  31. Myers-Briggs Type Indicator • Extraversion/Introversion (EI) • Sensing/Intuiting (SN) • Thinking/Feeling (TF) • Judging/Perceiving (JP)

  32. Creativity • Can anyone be creative or does it exist in a select few? • Convergent vs. divergent thinking

  33. CreativityTorrance Tests of Creative Thinking (TTCT) • Fluency • Flexibility • Elaboration • Originality

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