CONCEPT OF INDIVIDUAL

DIFFERENCES IN
LEARNING
Prepared by: Rubie C. Idusora and
Crisanto Collada
 OBJECTIVES

At the end of the lesson, the students

are expected to;
Analyze concepts of individual
differences in learning according to
different theories of intelligence;
structural and process.
 Intelligence and Individual differences
 Individualsmay have differences along the
following: physiological psychological or
intellectual differences, differences in
motor ability, academic performance,
emotional differences, temperature,
aptitudes and interests, self concept,
learning styles, study habits, social and
moral development.
 CONCEPTS OF INTELLIGENCE
The earlier theories about the nature of
intelligence involved any or more of the
following theme:
a) The capacity to learn
b) The total knowledge of person has acquired
c) Ability to adopt to new situations and the
environment in general
 The following are the components of what many
expects and theorist understand intelligence to be.

a) It is adaptive
b) It is related to learning ability
c) It involves use of prior knowledge to understand
and analyze new situations effectively.
d) It involves the complex interaction and
coordination of many different mental processes
e) It may be seen in different areas
f) It is “culture specific”
Stenberg (1986) contends that there are two general
classifications of the definition of the intelligence the operational
and the “real” definition.

 Operational definition defines that

intelligence is through the measure or
the test that used. Real intelligence
looks into “the’ nature of the
characteristic being defined.
 According to different experts and authors,
intelligence is the combination of the ability to:

a) Learn – this includes all kinds of formal and informal ways

of learning through experience, training, and education. It
the acquisition, retention, and use of knowledge.
b) Recognize Problems- this includes recognizing a problem
situation and transforming it into more defined problems
that need to be addressed.
c) Solve Problems - this includes the use of knowledge in
solving problems, accomplishing tasks, fashioning
products, and doing complex projects.
 THEORIES ABOUT INTELLIGENCE
FACULTY THEORY
 It is oldest theory regarding the nature of intelligence. It
espouses that the mind is made up of different faculties,
like reasoning, memory, discrimination, imagination and
the likes.
ONE-FACTOR or UNI-FACTOR THEORY
 This theory asserts that all abilities are reduced to a single
capacity of general intelligence or “common sense”.
CHARLES SPEARMAN TWO-FACTOR THEORY
 Asserts that intellectual abilities comprise two factors-the
G factor and the S factor.
EDWARD THORNDIKE’S MULTI-FACTOR THEORY
 Asserts that there such thing as general ability. It
says that each mental ability requires an
aggregate of different sets of abilities. Fallowing
are the attributes of intelligence.
a. Level
b. Range
c. Area
d. Speed
LOUIS L. THRSTONE’S PRIMARY MENTAL
ABILITIES/GROUP FACTOR THEORY
 This theory asserts that intellectual activities are not an
expression of many highly specific factors as espoused by
Thorndike’s nor is it the expression of a general factor
that pervades all mental abilities as asserted by
spearman.
There are other groups of mental operations each having
its own unifying primary factor. The seven primary factors
are;
1. Number factor (N)
2. Verbal factor (V)
3. Space factor (S)
4. Memory factor (M)
5. Word fluency factor
6. Reasoning factor (F)
7. Perception
JOY PAUL GUILFORD’S MODEL OF THE
STRUCTURE OF INTELLECT
 A 3- dimensional structure of intellect.
a. Content
b. Mental operations
c. Product resulting from operations
PHILIP E. VERNON’S HIERARCHICAL THEORY
 This theory tries to bridge the gap between spearman’s and
Thurstone’s theories which view intelligence as occurring on the
extremes.
Vernon contends that intelligence can be described as comprising
abilities at varying levels of generality, as follows:
a. G (general intelligence)
b. Major group factors
c. Minors group factors
d. S (specific factor
CATTELL- HORN FLUID AND CRYSTALIZED INTELLIGENCE
THEORY
 The fluid aspect asserts that intelligence is a basic
capacity due to inherited genes and the crystalized theory
is the capacity resulting from experience learning, and
environment
 Hunt in theories of intelligence, contends that human
intellectual competence is divided into three dimensions
which he derived from the works of Cattell in 1971 and
Horn. They are:
a. Fluid intelligence
b. Crystalized intelligence
c. Visual- spatial reasoning
HUWARD GARDNER’S MULTIPLE INTELLIGENCE
THEORY
 Gardner identified eight components of intelligence
Intelligence component Description of that Examples of occupation
intelligence using that intelligence
Bodily/ kinesthetic The ability to use one’s Dancers, athletes,
physical body well acrobats
Interpersonal The ability to sense other Salesperson, pr persons
people’s feelings and be politicians
in tune with them
Intrapersonal The ability to know and Psychologist, therapist,
have a deep counselor/wise elders
understanding of one’s monks/
own mind and body, and
be aware of one’s own
desires, feelings and
motives
Verbal/linguistic The ability to Poets, writers, orators
communicate well, orally
and in writing, perhaps in
many languages

Logical/mathematical The ability to learn Mathematicians, engineers

science and mathematics;
the ability to handle
complex, logical
arguments
Musical/rhythmic The ability to learn, Musicians, composers
perform and composed
music

Naturalistic The ability to know and Biologists, naturalists

understand different
species (recognize pattern
in nature)
ROBERT STENBERG TRIACHIC THEORY OF
INTELLIGENCE
 intelligence as mental activity directed towards purposive adaptation
to selection and shaping of real world environment relevant to one’s
life.
 Intelligent behavior is an interplay of 3 factors; namely:
a. Environmental contact in which the behavior occurs
b. The way in which previous experience are brought to bear on a
particular class.
c. Cognitive process required by the task.
Stenberg focused only on three, domains,
namely:
1. Practical intelligence
2. Experimental intelligence
3. Component intelligence Considers
DAVID PERKIN’S ANAYLIS OF RESEARCH STUDIES
ON THE MESUREMENT OF IQ AND PROGRAMS FOR
DEVELOPING BETTER IQ
 Intelligence has three major component or
dimensions.
1. Neural intelligence
2. Experiential intelligence
3. Reflective intelligence
JEAN PIAGET’S THEORY OF INTELLECTUAL
DEVELOPMENT
 The developing child builds intellectual structures or
schemas, mental maps of networked concept for
understanding and responding to physical experience in
the environment.
PIAGET’S STAGES OF INTELLECTUAL DEVELOPMENT:
1. Sensorimotor stage (0 to 2 years)
2. preoperational stages ( 2 to 7 years)
3. Concrete operations stage (2 to 11 years)
4. Formal operations stage (11 to 15)
Theories of intelligence belong to two group: factor theories and
cognitive theories of intelligence.
COGNITIVE THEORIES FACTOR THEORIES

Faculty theories Uni-factor theories

Spearman’s two factors theories

Thorndike’s multi-factor theory

Thurstone’s primary abilities/group factor

theory
Guilford's model of the structure of Vernon’s hierarchical theory
intellect
Cattell-horn’s fluid and crystalized
intelligence theory
Gardner’s multiple intelligence theory