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Chapter 4: Understanding Chapter 4: Understanding Student DifferencesStudent Differences

Spring 2007Spring 2007

Kathy-ann Hernandez, Ph. D.Kathy-ann Hernandez, Ph. D.

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Understanding Student DifferencesUnderstanding Student DifferencesBig QuestionsBig Questions

What is intelligence? What is intelligence? Can we measure intelligence?Can we measure intelligence? How do different views of “intelligences” How do different views of “intelligences”

impact on learning?impact on learning? Are their real differences in how students Are their real differences in how students

learn based on gender?learn based on gender? What is gender bias? What is gender bias?

How do students differ in their learning How do students differ in their learning styles?styles?

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History of Intelligence History of Intelligence TestingTesting

Alfred Binet – 1904Alfred Binet – 1904 To identify children able to learn.To identify children able to learn. Created the concept of Mental Age Created the concept of Mental Age

(MA - individual development relative to others)(MA - individual development relative to others)

Stern (1912) created the concept of Stern (1912) created the concept of Intelligence quotient (IQ)Intelligence quotient (IQ)

IQ = MA/CA X 100IQ = MA/CA X 100 Test Revised Stanford-Binet -1985Test Revised Stanford-Binet -1985

Administered to individuals 2 years - adultAdministered to individuals 2 years - adult

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Intelligence DefinedIntelligence Defined

Problem solving and the ability to Problem solving and the ability to adapt and learn from everyday adapt and learn from everyday experiences.experiences. (Santrock, 2004)(Santrock, 2004)

Individual differences in mental Individual differences in mental abilityability (Snowman & Biehler, 2003)(Snowman & Biehler, 2003)

NB: No agreed upon definition in educational psychology.NB: No agreed upon definition in educational psychology.

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Limitations of intelligence Limitations of intelligence teststests

Intelligence cannot be measured directlyIntelligence cannot be measured directly

Intelligence tests sample intellectual capabilities that Intelligence tests sample intellectual capabilities that relate to classroom achievement relate to classroom achievement

Intelligence test scores can be improved with instructionIntelligence test scores can be improved with instruction

Anything that enhances classroom performance will Anything that enhances classroom performance will likely have a positive effect on intelligence test likely have a positive effect on intelligence test performance (p. 105)performance (p. 105)

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What traditional intelligence What traditional intelligence

tests measuretests measure Spearman’s two factor theory Spearman’s two factor theory

of intelligenceof intelligence General factor—affected performance General factor—affected performance

on all intellectual tests on all intellectual tests (memory, reasoning, (memory, reasoning, comprehension)comprehension)

Specific factor—affected performance Specific factor—affected performance only on specific intellectual tests only on specific intellectual tests (e.g. math (e.g. math proficient, or language proficient)proficient, or language proficient)

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Contemporary views of Contemporary views of intelligenceintelligence

David Weschler —Global Capacity David Weschler —Global Capacity View (p. 106)View (p. 106)

Robert Sternberg—Triarchic TheoryRobert Sternberg—Triarchic Theory

Howard Gardner—Multiple Howard Gardner—Multiple Intelligences TheoryIntelligences Theory

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Sternberg’s Triarchic Theory

of Intelligence

Practical ability

Creativeability

Analytical ability

Adaptingto one’s

environment

Shaping one’s

environment

Selectinga different

environment

Solvingnovel andunfamiliarproblems

Using prior knowledge

and cognitiveskills to solveproblems and

learn newinformation

The three components of The three components of Sternberg’s Triarchic TheorySternberg’s Triarchic Theory

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Gardner’s Multiple Gardner’s Multiple IntelligencesIntelligences

See Figure 4.1 on page 110See Figure 4.1 on page 110

Not one intelligence but many (8 Not one intelligence but many (8 intelligences)intelligences)

Intelligence is the ability “to solve Intelligence is the ability “to solve problems, or to create products, that are problems, or to create products, that are valued within one or more cultural settings valued within one or more cultural settings (Gardner, 1983/2003).”(Gardner, 1983/2003).”

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What is gender bias?What is gender bias?

Gender bias is…Gender bias is…

Responding differently to male and Responding differently to male and female students without having female students without having sound educational reasons for doing sound educational reasons for doing so.so.

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How gender bias affects How gender bias affects studentsstudents

Course selectionCourse selection Math and science coursesMath and science courses

Career choicesCareer choices Familiarity with and interest in tools of Familiarity with and interest in tools of

science, perceived self-efficacy, science, perceived self-efficacy, encouragement from parents and teachersencouragement from parents and teachers

Class participationClass participation ““Loss of voice”Loss of voice”

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Gender differencesGender differences

Males outscore females on the following Males outscore females on the following tests:tests: Visual-spatial abilityVisual-spatial ability Mathematical reasoningMathematical reasoning College entranceCollege entrance

Females outscore males on the following Females outscore males on the following tests:tests: MemoryMemory Language useLanguage use

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Learning stylesLearning styles

What is a learning style?What is a learning style?

Two learning style dimensionsTwo learning style dimensions Reflectivity and Impulsivity Reflectivity and Impulsivity (Kagan, 1964)(Kagan, 1964)

Field-dependence and Field-independence Field-dependence and Field-independence (Witkin, Moore, Goodenough & Cox, 1977)(Witkin, Moore, Goodenough & Cox, 1977)

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Reflectivity versus Reflectivity versus ImpulsivityImpulsivity

ReflectivityReflectivity In a problem solving situation, the student In a problem solving situation, the student

prefers to spend more time collecting prefers to spend more time collecting information and analyzing its relevance to information and analyzing its relevance to the solution before offering a responsethe solution before offering a response

ImpulsivityImpulsivity In a problem solving situation, the student In a problem solving situation, the student

responds quickly with little collection or responds quickly with little collection or analysis of informationanalysis of information

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Field-dependence versusField-dependence versusField IndependenceField Independence

Copyright © 6 April 2003 William M. Brown, Ph.D.

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Field-Dependence versus Field-Dependence versus Field-IndependenceField-Independence

Field-DependenceField-Dependence A person’s perception/thinking about a task A person’s perception/thinking about a task

strongly influenced by contextual factors as strongly influenced by contextual factors as additional information and other people’s behavioradditional information and other people’s behavior

Field-IndependenceField-Independence A person’s perception/thinking about a task A person’s perception/thinking about a task

influenced more by the person’s knowledge base influenced more by the person’s knowledge base than by additional information or other people’s than by additional information or other people’s behaviorbehavior

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Implications for PracticeImplications for Practice How does your view of intelligence How does your view of intelligence

affect instruction?affect instruction?

What can you do to facilitate gender What can you do to facilitate gender equity in the classroom? equity in the classroom?

How can you adjust instruction to How can you adjust instruction to cater to learning style?cater to learning style?