HELLO MY FRIEND'S ??!!1 How Are You Getting On???

   

‫السالم عليكم‬
‫وبراكاته‬ ‫……… ورحمته هللا‬
HELLO MY FRIEND’S……??!!1
HOW ARE YOU GETTING ON???
From class D
STUDY : EDUCATION
PSHICOLOGY
By :
Eka Iswandari (08110042)
Irvan Haq (081100)
Aiko AS (08110067)
INDIVIDUAL VARIATION
Chapter Outline
Intelligence
- Individual Intelligence Test
- Individual Test Versus Group Test
- Theories Of Multiple Intelligences
- Controversies And Issues In Intelligences
Learning And Thinking Styles

- Dichotomies Of Learning And Thinking Styles
- Evaluating Learning And Thinking Styles
Personality And Temperament

- Personality
- Temperament
What is Intelligence?
•Aldous huxley say: intellegence is one of our most

prized possesions.
•Theory vygotsky : include the abilitty to use the tools
of the culture with help from more-skilled individuals
•Some experts describe : intelligence as problem
solving skills.
• Others describe : it as the abilty to adapt to and
learn from life’s everyday experiences.
So, Combining these ideas
intellegence is….
“problem solving skill and the
ability to adapt to, and learn
from life’s everyday experience”
Individual Intelligence Tests
The binet test in 1904 the french ministry of
education asked psyhologist Alfred Binet to devise a
method of identifying children who where unable to
learn in school.
School officials wanted to reduce crowding by
placing in special schools student who did not
benefit from regular classroom teaching.
Binet and his student, Theophile Simon developed
an intelligence test to meet this request.
The test is called the 1905 Scale..
And then… It consisted of 30
questions,
ranging from the ability to

touch one’s ear to the abilities to
draw designs from memory and
define abstract concepts.
Then……..
Binet developed the concept of mental age
(MA), and individual’s level of mental
development relative to others. Not much
latter, in 1912, William Stern created the
concept of intelligence quotient (IQ),
which refers to a person’s mental age divided
by chronological age (CA), multiplied by
100. that is, IQ = MA/CA X 100.
if mental age is the same as
chronological age, then the
persons IQ = 100.
is mental age is above
chronological age , than IQ is
more than 100.
for example,
A six-year-old with a mental age of eight
would have an IQ of 133.
If mental age is below chronological age,
than IQ ≤100.
For example, a six-year-old with a mental
age of 5 would have an IQ of 83.
Individual test versus group test
A pshycologist approaches an
individual assessment of intelligence
as a structured interaction between the
examiner and the student
This provides the pshycologist
with an opportunity to sample
the student’s behavior. During
the testing, the examiner
observes the ease with which
rapport is established, the
student’s performance, and the
student’s degree of tolerance for
frustation.
How to use?
Students also often are given an intelligence
test in a group all at the same time
(Drummond, 2000). Group intelligence test are
more convenient and economical than
individual test, but they do have their
drawbacks. When a test is given to large
group, the examiner cannot establish rapport,
determine the student’s level of anxiety, and so
on. In a large-group testing situation, students
might not understand the instructions or might
be distracted by other student’s.
Teaching Strategies
For interpreting intelligence

test scores
here are some cautions about IQ that can help teacher
avoid using information about student’s intelligence
in negative way:
1.Avoid unwarranted stereo types and

negative expectation about students based an
IQ score.
2.Don’ use IQ test the main or sole
characteristic of competence.
3.Especially be cautious in interpreting the
meaningfulness of an overall IQ score.
Theories of Multiple
Intelligences
Early Views
sternbreg’s triarchic theory
project Spectrum
The Key School
Early Views
binet and stern Both focused an a concept of general
intelligence, which stern called IQ. Whechsler
believed it is possible and important to describe
both a person’s building on the ideas of Charless
Spearman (1927).
As early as the 1930, L.L. Thurstone (1938) said
people have seven specific intellectual abilities,
which he called abilities: verbal comprehension,
number ability, world fluency, spatial visualization,
associative memory, reasoning, an perceptual
speed.
Sternbreg’s Triarchic Theory :
According to robert J. Steanberg’s (1986-2000)
triarchic theory of intelligence, intelligence
comes in three forms: analytical, creative,
and Practical.
Analytical intelligence involves the ability
to analyze, judge, evaluate, compare, and
contrast.
Creative intelligence Is……
consist of the ability to create,

design, invent, originate, and
imagine. Practical intelligence
focuses on the ability to use, apply,
implement, and put into practice.
Spesific type intellegence(Gardner)
o Verbal skills:
o Mathematical skills
o Spatial skills
o Bodily-kinetisthetic skills
o Musical skills
o Intrapersonal skills
o Interpersonal skills
o Naturalist skills
PROJECT SPECTRUM:
project Spectrum is an innovative attempt by
Gardner (1993 ; Gardner, Feldman, &
Krechevsky, 1998) to examine the proposed
eight intelligences in young children. Project
spectrum begins with the basic idea that
every student has the potential to develop
strengths and weaknesses of individual
children.
The Key School:
• elementary school in indianapolis,
immerses students in activities that
involve a range of skills that closely
correlate with Gardner’s eight
frames of mind (Goleman, Kaufman,
& Ray, 1993).
Controversies And Issues In
Intelligences
• Controversies include whether:
 natur or nature is more important in determining
intellegence
Individual have a general intellegence
The extent to which intellegence test predict succes in
school and occupations
 how much intellegence test are culturally biased
IQ test should be use to place children in particuler
schooling tracks
Learning and thinking styles
Intelligence refers to ability. Learning
and thinking styles are not abilities
but rather preferred ways of using
one’s abilities (Drysdale, Ross, &
Schuyltz, 2001; Stenberg, 1997).
Dichotomies of learning and thinking styles
two of the most widely discussed style dichotomies in approaches to learning are
impulsive/reflective and deep/surface
Impulsive/ Reflective Styles Deep/ Surface Styles
Impulsive/ Reflective Styles, also referred Deep/ Surface Styles involve the extent
to as conceptual tempo, involve a to which students approach learning
student’s tendency either to act quickly materials in a way that helps them
and impulsively or to take more time to understands the meaning of the
respond and reflect on the accuracy of an materials (deep style) or is simply what
answer (Kagan, 1965). needs to be learned (surface style)
(Marton, Hounsell, & Entwistle, 1984)
Evaluating Learning and Thinking
Styles
Learning and thinking styles may vary with the

context and across schools, grades, and subjects.
Howard Gardner (1993) said that student may have
an impulsive style in the musical realm but a
reflective style when working on a jigsaw puzzle.
Personality and temperament
We have seen that is important to be aware
of individual variations in children’s
cognition. It also is important to understand
individual variation in their personality and
temperament.
PERSONALITY
Personality refers to distinctive
thought, emotions, and behaviors
that characterize the way an
individual adapts to the world. As we
next, one view stresses that there
are five main factors that make up
personality.
Big five personality factors.
“big five” of personality, the “super
traits” that are thought to describe the main
dimensions of personality: openness,
conscientiousness, extraversion,
agreeableness, and neuroticism (emotional
stability)
TEMPRAMENT
Temperament is a person’s behavioral style
and characteristic ways of responding.
Temperament is closely related to
personality and to learning and thinking styles.

According scientist
Scientists who study temperament seek to find the
best ways to classify temperaments. The most well-
known classification was proposed by Alexander
Chess and Stella Thomas (Chess & Thomas, 1977;
Thomas & Chess, 1991). They believe that there are
three basic styles or clusters of temperament.

THREE BASIC STYLES OR CLUSTERS OF TEMPERAMENT.
An easy child is generally in a positive mood, quickly

establishes regular routines, and easily adapts to new
experiences.
A difficult child tends to react negatively, has aggressive

tendencies, lacks self-control, and is slow to accept new
experience.
A slow-to-warm-up child has a low activity level, is somewhat

negative, show low adaptability, and displays a low intensity of mood
……….. ‫……… والسالم عليكم‬.
Thank’s
We’re gone asta la vista!!!!!

HELLO MY FRIEND'S ??!!1 How Are You Getting On???

Uploaded by

Copyright:

Available Formats

HELLO MY FRIEND'S ??!!1 How Are You Getting On???

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

HELLO MY FRIEND'S ??!!1 How Are You Getting On???

Uploaded by

Copyright:

Available Formats

   

Learning And Thinking Styles

Personality And Temperament

•Aldous huxley say: intellegence is one of our most

ranging from the ability to

For interpreting intelligence

1.Avoid unwarranted stereo types and

consist of the ability to create,

Impulsive/ Reflective Styles Deep/ Surface Styles

Learning and thinking styles may vary with the

Temperament is a person’s behavioral style

and characteristic ways of responding.

Temperament is closely related to

personality and to learning and thinking styles.

Scientists who study temperament seek to find the

best ways to classify temperaments. The most well-

known classification was proposed by Alexander

Chess and Stella Thomas (Chess & Thomas, 1977;

Thomas & Chess, 1991). They believe that there are

three basic styles or clusters of temperament.

An easy child is generally in a positive mood, quickly

A difficult child tends to react negatively, has aggressive

A slow-to-warm-up child has a low activity level, is somewhat

We’re gone asta la vista!!!!!

You might also like