Individual differences for students Taking Education

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Individual Differences

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INTELLIGENCE

Capacity to acquire knowledge

Ability to think and reason

Ability to solve problem

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THEORIES OF INTELLIGENCE

Psychometrics

Cognitive psychology

Biologic science

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Three things it must do

relate intelligence to internal

world and explain what happens

when a person thinks intelligently

Accept relation between external

world and person’s intelligence

Relate intelligence to individual’s

experiences

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Howard Gardner:Theory of Multiple Intelligence

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Howard Gardner’s Theory of Multiple

Intelligence

LINGUISTIC

LOGICAL-MATHEMATICAL

MUSICAL

BODILY-KINESTHETIC

VISUAL SPATIAL

INTERPERSONAL

INTRAPERSONAL

NATURALIST

EXISTENSIAL

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Howard Gardner’s Theory of Multiple Intelligence LINGUISTIC INTELLIGENCE

Effectively use of language to

express oneself rhetorically or

poetically and to remember

information

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LOGICAL-MATHEMATICAL

Ability to detect patterns, reason

deductively, and think logically

MUSICAL INTELLIGENCE

Skill in performance,

composition and appreciation of

music patterns

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BODILY-KINESTHETIC

INTELLIGENCE

Ability to use mental ability to

coordinate body movements

VISUAL-SPATIAL INTELLIGENCE

Potential to recognize and use patterns

of wide space and more confined areas

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INTERPERSONAL

INTELLIGENCE

Capacity to understand the

intentions, motivations and

desires of other people

INTRAPERSONAL

INTELLIGENCE

Capacity to understand oneself,

to appreciate one’s feelings, fear

and motivations

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NATURALIST’S

INTELLIGENCE

Enables human beings to

recognize and categorize and

draw upon certain features of

the environment

EXIXTENSIAL INTELLIGENCE

Concerned with ultimate issues

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Cattell and Horn’sTheory of Intelligence Fluid Intelligence

Crystallized intelligence

Visual-spatial

Intelligence

Three Dimensio

ns

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Fluid

Intelligence

•Ability to develop techniques for solving problems which are new and unusual to the problem-solver’s perspective

•Reflects reasoning, memory and information processing capabilities

Crystallized Intelligence

•Ability to bring acquired problem-solving methods to bear on current problems

Visual-

spatial

Intelligence

•Ability to use visual images and visual relationships on problem-solving

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David PerkinsTheory of Intelligence

Neural Intelligence

Experiential

Intelligence

Reflective

Intelligence

IQ has Three

Components

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Neural Intelligence

Experiential

Intelligence

Reflective Intelligenc

e

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Sternberg’s theory of intelligence

Intellectual skills and thinking

skills are inseparable

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CONTEXTUAL

EXPERIENTIAL

COMPONENTIAL

•Metacomponents

•Performance

components

•Knowledge

acquisition• Experiences

increase ability

to deal novel

tasks and make

information

processes

automatic

• Demands

creative

responses

Application of what is learned to the external world

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Theories of styles

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Cognitive styles

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Cognitive Styles

Preferred way an individual processes

information

Field independent (FI)

Field dependent (FD) Identified over the

years

means

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Field Independent vs Field Dependent

Easily separates important details from a complex

or confusing background Rely on them

selves and their own thought-system when

solving problems

Finds difficulty to see parts in a

wholeRely on other’s

ideas when solving problems

and good in interpersonal relationshipsHave greater

social orientation

Approaches to

environment in an analytical or global fashion

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Other cognitive styles

•Differences in extent and intensity of attention

Scanning•Varia

tions in remembering that pertain to the distinctiveness of memory

Leveling vs. Sharpening

•Individual inconsistencies in speed and adequacy

Reflection vs.

Impulsivity

•Differences to categorize perceived similarities among stimuli in terms of separate concepts

Conceptual differentiatio

n

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Thinking styles

• Characteristic way of

processing information

• The way one acquires

knowledge, thought, forms

view…..

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Strong

analytics

•Enjoys logic, details, and follow sequential steps•Need frequent written feedback•Good at math and word games

Strong

holistics

•Needs to have an overall picture before assimilating facts•Needs to understand importance first•Tends to be good at Arts

R-Brain processor

1=2 3=?

L-Brain processor

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Thinking

Styles

Concrete

Sequential

thinkers

Abstract Sequent

ial Thinkers

Abstract Random Thinkers

Concrete

Random Thinkers

Based on realityProcess information in orderHands on is good

Credits: Prof. Anthony Gregor

ExperimentersTakes more than one viewpointUses divergent thinking ability

Organize information through reflectionReal world is “feeling and emotions”Uses natural ability

Loves theory and abstract thought, conceptsThinking process are logical, rational and intellectualPrefers to work alone

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Learning Style PreferencesPrefer to study graphs, look at

models and pictures and take notes to review later

Listens closely in class, reads out loud or sub vocalize lectures ,

works well in group study, films & audio tapes

Learns best from written materials

Prefers subject that allows them to work on hands

Learns by moving around physically

SENSING – prefers real-life connection to topic

Credits: Prof. Richard Felder

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Credits: Feldar and Soloman (2003)

Active and Reflective Learners

•Activers do it, discover it, apply it, explain it •Reflecters think about first

Sensing and Intuitive Learners

•Sensers like learning facts, likes well-established methods•Intuitivers discover possibilities, likes innovation not repetition

Visual and Verbal Learners

•Visuers remember what they see•Verbers get more out of words-written or spoken

Sequential and Global Learners

•Sequers understands step by step•Globers learn in large jumps

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Credits: Harvey F. Silver

Mastery Learner •Learns best from drill, demonstration, practice and hands-on

Understanding Learner •learns best from lectures, reading, logical discussions and debates

Interpersonal Learner •Learns best from group experiences and projects, attention, personal encounters and role play

Self-Expressive Learner •Learns best from creative and artistic activities, open-ended discussions (personal, social values), and activities that enlighten and enhance myth, human achievement, drama etc