CHAPTER 4: LEARNER DIFFERENCES AND LEARNING NEEDS
Language and Labels
- A label does not tell which a. Charles Spearman “g” factor
methods to use with individual General Intelligence- A
students. general factor in cog native
- Labels can become self- ability that is related in varying
fulfilling prophecies. degrees to performance on all
- Everyone may see a label as a mental.
stigma that cannot be changed. Used what he called “g” which
Evidence indicates that high is the mental energy used by
school teachers and counselors individuals to perform
guide students labeled as cognitive tests. However this
learning disabled into less- factor is only a measure of
demanding courses than their general intelligence.
actual abilities. The label itself b. Raymond Cattell and John
affects guidance. Horn’s Theory of Intelligence
- Some educators argue that for Fluid Intelligence- Mental
younger students at least being efficiency and nonverbal
labeled as “special needs” abilities grounded in brain
protects the child. development
- If peers knows that a classmate Crystallized Intelligence-
has an intellectual disability, ability to apply culturally
they will be more willing to approved problem solving
accept his or her behavior and methods
be supportive c. Gardner’s Multiple
- Intellectual Disability- Intelligence
formerly called as Mental Multiple Intelligence-
retardation describes at least eight
Disabilities and Handicaps separate intelligences
- Disabilities- an inability to do
something specific such as
pronounce words or see or
walk.
- Handicap- Disadvantage in a
certain situation.
- Being blind (disability) as a
handicap if you want to drive.
Intelligence
Nature of Intelligence
1. Capacity to learn
2. Total knowledge of a person
has acquired Multiple Intelligences:
3. The ability to adapt Lessons for Teachers
successfully to new situations (1) Teachers should take the
individual differences
CHAPTER 4 1
among students seriously provide quick
and differentiate their solutions.
instruction to connect
with each student
(2) Any discipline should be
taught in several Measuring Intelligence
appropriate ways.
Sternberg’s Triarchic Binet’s Dilemma
Theory- is a cognitive Binet’s test allowed the
processing approach to examiner to determine a
understanding intelligence that Mental Age for a child.
focuses on the skills needed to The Concepts of
be successful. Intelligence Quotient was
Successful Intelligence- Is added after Binet’s test
more than what is tested by was brought to the United
cognitive abilities measure. It States and revised at
is about setting and achieving Standford University to
personal goals based on your give us the Standford-
own definition of success in Binet Test
your particular cultural IQ= Mental Age/
context. Chronological Age x 100
Successful Intelligence Group vs. Individual IQ
requires 3 skills or ways Tests
of thinking: Psychologists also have
(1) Analytic Skills- developed group tests that
Evaluating, analyzing, can be given to whole
judging, comparing classes or schools.
and contrasting to Compared to individual
deal with relatively tests, a group test is much
familiar problems less likely to yield an
(2) Creative skills- accurate picture of any one
necessary to cope person’s abilities.
successfully with new Flynn Effect- The average
experiences in two score goes up about 3 points
ways. on standardized IQ
(a) Insight- The ability Intelligence and
to deal effectively Achievement
with novel situations - IQ scores predict standardized
and find new test scores but that measures of
solutions. self-regulation are better
(b)Automaticity- The predictors of grades in school.
ability to become Gender Difference
efficient and - Males tend to be slightly more
automatic in variable in general, so there are
thinking and more males than females with
problem solving- to very high and very low scores
on test. They are also likely to
diagnosed with learning
disabilities, ADHD, and autism.
Heredity or Environment
- Intelligence are the result of
both heredity and environment
probably about equal
proportions for children
Creativity
- Include two
(1) Novelty/Originality
(2) High quality/ Effectiveness/
usefulness
- To be creative in a particular
domain requires a deep
understanding of the subject so
we can view creativity as a
process that uses existing
knowledge and also improvises
and invents to produce
something.
- Assessing: According to Paul
Torrence:
(1) Verbal
(2) Graphic
- Divergent Thinking- Is the
Ability to propose many
different ideas or answer
- Convergent Thinking- Ability
to identify only one answer.