Matakuliah
Tahun
: E1122 - Psikologi Pendidikan
: 2010
Individual Variations
Pertemuan 7
Intelligence
• Intelligence : problem solving skills and the ability to
adapt to and learn from life’s everyday experiences.
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Individual Intelligence Test
• The Binet Test
The intelligence test developed by Alfred Binnet
– Mental Age; an individual’s level of mental development
relative to others.
– Intelligence quotient (IQ); a person’s mental age (MA) divided
by chronologicl age (CA), multiplied by 100.
– Normal distribution; a symmetrilcal distribution, with a
majority of scores falling in the midlle of the possible range of
scores and few scores appearing toward the extremes of the
range
• The Wechsler scales
• The intelligence test developed by David Wechsler
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Individual test versus group test
• Intellegence test such as the stanford-Binnet and
Weschler are given on an individual basis. This provides
the psychologist with an opportunity to sample the
student’s behavior
• Student also may given an intellegence test in a group.
Group intellegence test are more convenient and
economical than individual tests, but they do have their
drawbacks.
• When a test given to large group, the examiner cannot
establish rapport, determine the student’s level of
anxiety, and so on.
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Theories of multiple Intelligences
• Sternberg’s Triarchic Theory;
intellegence comes in three forms;
– Analytical, involve the abiliy to analyze, judge,
evaluate, compare, and contrast.
– Creative; the ability to create, design, invent ,
originate, and imagine.
– Practical; the ability to use, apply, implement, and
put into practice.
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Theories of multiple Intelligences
• Gardner’s Eight Frame of Mind,
– Verbal skills; the ability to think in word and use languange to
express meaning
– Mathematical skills; the ability to carry out mathematical
operations
– Spatial skills; the ability to think three dimensionally
– Bodily-kinestetic s skills; the ability to manipulate object and
be physically adept
– Musical skills; a sensitivity to pitch, rythm, and tone
– Intrapersonal skills; the ability to understand oneself and
efectively direct one’s life
– Interpersonal skills; the ability to understand and efectively
interact with others
– Naturalist skills; the ability to observ e pattern in nature and
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understand natural and human-made system
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Theories of multiple Intelligences
• Emotional Intelligence
– The ability to monitor one’s own and other’s emotions
and feelings, to discriminate among them, and to use
this information to duide one’s thinking and action
– The concept of emotional intellegence was initially
developed by Peter Salovey and John Mayer (1990)
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Comparing Gardner’s, Sternberg’s, &
Salovey/Mayer’s Intellegences
Gradner
Sternberg
Verbal
Mathematical
Analytical
Spatial
Movement
Musical
Creatiive
Interpersonal
Intrapersonal
Practilcal
Salovey/Mayer
Emotional
Naturalistic
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Controversies and Issues in Intellegece
• Nature and Nurture, the “nature” proponents claim biological
inheritance is the most iportant influence on development; the
“nurture” proponents claim that environmental experimences are the
most important.
• Ethnicity an Culture;
– Stereotype threat; the anxiety that one’s behavior might confirm
a negative stereotype about one’s group
– Culture-fair test; test of intellegence that are intended to be free
of cultural bias
• Ability Grouping and Tracking;
– Between-class ability grouping; grouping students based on their
ability or achievement
– Within-class ability grouping; placing students in two or three
groups withi a class to take into account differences in students’ 9
abilities
Learning and thinking styles
• Impulsive/reflective styles, also referred to as
conceptual tempo, they involve a student’s tendency
either to act quickly and impulsively or to take more time
to respond and reflect on the accuracy of the answer
• Deep/surface Styles, lnvolve the extent to which
students approach learning materials in a way that helps
them understand the meaning of the materials (deep
style) or as simply what needs to be learned (surface
style)
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Personality and Temperament
• Personality; distinctive thoughts, emotions, and
behaviors that characterize the way an individual adapts
to the world,
• Temperament, A person behavioral style and
characteristic ways of responding
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Personality
• The “Big five” personality Factor,
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–
–
–
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Emotional stability
Extraversion
Openness to experience
Agreebleness
conscientiousness
• Person-situation interaction, the view that the best
way to conceptualize personality is not in terms of
personal traits or characteristics alone but also in terms
of the situation involved
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Temperament
• Easy child, is generally in a positive mood, quickly
establishes regular routines in infancy, and adapts easily
to new experiences
• Difficult child; react negatively and cries frequently,
engages in irregular daily routines, and is slow to accept
change
• Slow-to-warm-up child; has low activity level, is
somewhat negative, and display a low intensity of mood.
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