Issues in Individual Variations

Issues in Individual Variations

1. Diversity

   • Group Differences
     • Concurrent membership in multiple groups
     • Culture, ethnicity, language, socioeconomic status (SES), and gender.
       • Culture
         • the knowledge, attitudes, values, and behaviors that characterize a group of people
       • Ethnicity
         • common place of origin
       • Race
         • category of people who share biologically transmitted traits such as skin color or hair texture
     • Variation within groups
     • Stereotypes
     • Socioeconomic Diversity
       • Socioeconomic status (SES)
       • Issues in SES
         • –Health care –Resources –Home support and stimulation –Teacher expectations –Students at risk
     • Gender and Sex Diversity
       • Gender : traits and behaviors that a particular culture believes to be appropriate for men and women
       • Sex : the biological differences of men and women
   • Individual Differences
     • Cognitive styles : Impulse / reflective
     • Intelligence
       • Single trait (Spearman)
         • Fluid intelligence
           • Using logical thinking to solve problems in novel situation
         • Crystallized intelligence
           • Ability to use skills/knowledge/experience (general knowledge)
       • Multiple Intelligences Theory – (Gardner)
         • •Logical-mathematical •Musical •Linguistic •Spatial •Bodily-kinesthetic •Interpersonal •Intrapersonal •Naturalistic
       • Triarchic Intelligence Theory – (Sternberg
         • Creative dimension - Novelty
         • Practical dimension - Everyday task
         • Analytical dimension - Abstract thinking (similar to traditional definition)
       • Extremes of Intelligence
         • Identified in part by how far away the IQ is from an average score
         • Standard Deviation – A measure of how far scores vary from the mean
         • Definitions of intellectual disability typically include an IQ below 70.
         • Definitions of giftedness include an IQ score of 130 or greater.
         • Average IQ score is 100
     • Talent
       • the capacity to produce exceptional performance
       • Enjoyment of activity
       • Enjoyment of activity Internalization of the value of improving one’s skill for its own sake
       • External support
       • Deliberate Practice and the Monotonic-Benefits Assumption
         • Deliberate practice is activity that is designed to improve one’s skills in a particular area
           • 1.Hours of on-task skill refinement 2. Hours of self-reflection 3. Hours of coaching and feedback 4.Hours of observational learning
         • Monotonic benefits – The argument that there is a one-to-one correspondence between one’s effort and one’s gains in a skill or ability
       • Effort Becomes Talent
         • Deliberate practice alters cognitive capacities allowing experts to store many classes of schemas such as a chess player having numerous plays from which to choose.
       • Early Talent and Developed Talent
         • Before
           • natural talent predicts performance well.
         • After
           • developed talent becomes a better predictor of performance than natural talent.
   • Exceptional
     • 1.Sensory and physical impairments
     • 2.Developmental disorders
       • Developmental delay
       • Genetic disorders
         • Down syndrome, Tourette syndrome
       • Neural development disorders
         • Autism Spectrum Disorders
     • 3.Intellectual disabilities
       • Mental retardation
       • Traumatic brain injury
       • Speech/language impairments
       • Learning disabilities
         • •Dyscalculia •Dysgraphia •Dyslexia
     • 4.Emotional/behavioral disorders
       • Emotional disturbance
       • Schizophrenia
       • OCD
       • ADD
     • 6.Giftedness
     • 5.Multiple disabilities
     • How to teach students with different ability
       • Between class
         • Students in the same grade are grouped according to ability levels (e.g. low, average, high) and placed in different classes or curricula
       • Within class
         • Students in the same class are grouped in different seating position according to ability levels
       • Joplin plan
         • Homogeneous ability grouping of various ages used in reading, but use heterogeneous ability grouping in other areas
       • Multi-age
         • Students of various ages work together in a particular subject in ability groups

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