INTELLIGENCE &

INDIVIDUAL
DIFFERENCES
Intelligence
Ability to solve problems
and to adapt and learn
from experiences.

-Individual
differences: Stable,
consistent ways in which
people differ from each
other
Alfred Binet constructed
the first intelligence test
after being asked to create
a measure to determine
which children could
benefit from instruction in
France’s schools and which
could not.
 Stanford-Binet Intelligence Scale
Binet-Simon Test- ability to touch one’s
ear to the ability to draw designs from
memory and define abstract concepts.
With the help of Theodore Simon

Revisions are called the Stanford-Binet

tests to Stanford-Binet 5- analyze an
individual’s response in five content
areas: fluid reasoning, knowledge,
quantitative reasoning, visual-spatial
reasoning, and working memory.
 Stanford-Binet Intelligence Scale
Mental age (MA): Individual’s level of
mental development relative to others.

Intelligence quotient (IQ): Person’s mental

age divided by chronological age, multiplied
by 100.

Normal distribution: Symmetrical

distribution
Most scores falling in the middle of the
possible range of scores
Few scores appearing toward the extremes
of the range
Charles Spearman developed his two-factor
theory of intelligence using factor analysis. His
research not only led him to develop the concept
of the g factor of general intelligence, but also the
s factor of specific intellectual abilities.
Louis L.Thurstone offered a differing
theory of intelligence. Instead of
viewing intelligence as a single,
general ability, Thurstone's theory
focused on seven different primary
mental abilities
One of the more recent ideas to
emerge is Howard Gardner's theory
of multiple intelligences. Gardner
proposed that the traditional idea
of intelligence, based on IQ testing,
did not fully and accurately depict a
person's abilities. His theory
proposed eight different
intelligences based on skills and
abilities that are valued in different
cultures
Bodily-kinesthetic intelligence: The ability to control your body movements and to
handle objects skillfully

Interpersonal intelligence: The capacity to detect and respond appropriately to the

moods, motivations, and desires of others

Intrapersonal intelligence: The capacity to be self-aware and in tune with inner

feelings, values, beliefs, and thinking processes

Logical-mathematical intelligence: The ability to think conceptually and abstractly,

and the capacity to discern logically or numerical patterns
Musical intelligence: The ability to produce and appreciate rhythm,
pitch, and timbre

Naturalistic intelligence: The ability to recognize and categorize

animals, plants, and other objects in nature

Verbal-linguistic intelligence: Well-developed verbal skills and

sensitivity to the sounds, meanings, and rhythms of words

Visual-spatial intelligence: The capacity to think in images and

pictures, to visualize accurately and abstractly
Robert Sternberg- has
proposed a Triarchic Theory
of Intelligence that proposes
that people may display
more or less analytical
intelligence, creative
intelligence, and practical
intelligence.
 Triarchic Theory of Intelligence
Analytical intelligence: Your
ability to evaluate information
and solve problems

Creative intelligence: Your ability

to come up with new ideas

Practical intelligence: Your ability

to adapt to a changing
environment
Cognitive information
processing (CIP) theory by
John William Atkinson and
Richard Shiffrin - is its
proposed memory system. This
theory uses the computer
metaphor with its inputs and
outputs. CIP theory focuses on
what happens in between input
and output.
Stages of Memory Storage
INDIVIDUAL DIFFERENCES
Extremes of Intelligence
Mental retardation: Limited mental
ability in which an individual has a
low IQ and has difficulty adapting to
everyday life

Gifted: Above-average intelligence

(an IQ of 130 or higher) and/or
superior talent for something
 Language Development
• Vocabulary, grammar,
and metalinguistic
awareness
• Reading
• Writing
• Bilingualism and second-
language learning
 Vocabulary, Grammar, and Metalinguistic Awareness
Middle and late childhood
• Changes occur in the way
children’s mental vocabulary is
organized
Similar advances in grammar skills
Metalinguistic awareness: Knowledge
about language
• Understanding what a preposition
is
• Being able to discuss the sounds of
a language
 Reading

Whole-language approach: Reading

instruction should parallel children’s
natural language learning

Phonics approach: Reading

instruction should teach basic rules
for translating written symbols into
sounds
 In Writing Parents and teachers should
encourage children’s early writing
• Not be concerned with the formation of letters
or spelling

Bilingualism and Second-Language Learning

Second-language learning
Bilingualism has a positive effect on
children’s cognitive development
INTELLIGENCE AND INDIVIDUAL DIFFERENCES
Did you learn a second language as a child? If
so, do you think it was beneficial to you? If
so, how? If you did not learn a second
language as a child, do you wish you had?
Why or why not?

ACTIVITY
WRITE YOUR ANSWER
ON YOUR NOTEBOOK OR
WORD DOC.
 Review again the Different
Theories of Intelligence.

BIG BRAIN

WORKSHEET Why do we need to study these

different theories?

As a future educator, what can

you recommend in terms of our
educational strategies.
based your answers on our Topic
Intelligence and Individual
differences.