I know there is strength in the differences between us.

I know there is comfort where we overlap

- Ani DiFranco

INDIVIDUAL DIFFERENCES
TOPIC OUTLINE Introduction

Meaning

Nature

Factors

Measurements

Kinds of Tests

Approaches
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INTRODUCTION

INDIVIDUAL
DIFFERENCES

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 introduction
IT HAS BECOME A TRUISM THAT NO TWO
INDIVIDUALS ARE EXACTLY ALIKE. EVERYONE
IS, IN A SENSE, EXCEPTIONAL AND NO SPECIAL
PROGRAM WILL TRULY BE ABLE TO MEET THE
VARIETIES OF INDIVIDUAL DIFFERENCES
BEVAUSE THESE DIFFERENCES ARE AS VARIED
AS EACH INDIVIDUAL WHO COMPOSES THE
GROUP
INDIVIDUAL DIFFERENCES
ARE DEVIATIONS OF INDIVIDUALS FROM THE
AVERAGE OR FROM ONE ANOTHER
FOCUSED ON ANY MEASURABLE ASPECT OF THE
TOTAL PERSONALITY, A TRAIT ANY INDIVIDUAL
MAY BE DISTINGUISHED FROM OTHERS
INDIVIDUALS VARY IN PHYSICAL AS WELL AS
PSYCHOLOGICAL CHARACTERISTICS;
VARIABILITY RANGES FROM:

INTER-VARIABILITY
INTRA-VARIABILITY
concerns differences
concerns differences among/between the
within the individuals individuals with regards
to envrionent
NATURE OF INDIVIDUAL DIFFERENCES
— individual differences is the result of the interplay of both hereditary and
environmental influences

DIFFERENTIAL
VARIABILITY RATES OF HEREDITARY AND
INTERRELATION
AND GROWTH OF TRAITS
ENVIRONMENTAL
NORMALITY AND FACTORS
DEVELOPMENT
 can never be completely
measures of is the result of the
can be seen in continuing interaction
separated because they
individual manifest are in continuous
cognitive abilities, in of many factors—
characteristics that interplay; genetic factors
physical, emotional, biological social or
can be distributed in environmental that we
is a function of the
and moral aspect of variability of the
the form of normal cannot accurately
growth relevant environmental
probability curve attribute the causations
and genetic influences
FACTORS AFFECTING
INDIVIDUAL
DIFFERENCES
FACTORS AFFECTING
INDIVIDUAL
DIFFERENCES

02 SEX/GENDER

01 PHYSIOLOGY

Source: https://my.clevelandclinic.org/health/diseases/21603-mania
FACTORS AFFECTING
INDIVIDUAL
DIFFERENCES

01 PHYSIOLOGY 03 CULTURE

02 SEX/GENDER

Source: https://my.clevelandclinic.org/health/diseases/21603-mania
FACTORS AFFECTING
INDIVIDUAL
DIFFERENCES

02 SEX/GENDER 04 SOCIAL/SOCIETY

03 CULTURE

Source: https://my.clevelandclinic.org/health/diseases/21603-mania
FACTORS AFFECTING
INDIVIDUAL
DIFFERENCES

03 CULTURE

04 SOCIAL/SOCIETY

Source: https://my.clevelandclinic.org/health/diseases/21603-mania
MEASUREMENT AND
EVALUATION OF
INDIVIDUAL
DIFFERENCES
 MEASUREMENTS & EVALUATION OF
INDIVIDUAL DIFFERENCES
STANDARDS OR
SAMPLING
NORMS
— based on massive data — process of choosing a
collected concerning selected portion which is
different kinds of behavior representative of the whole
— serves as the standard
against which other
individuals may be
compared
— dependability of the test
as reflected in the — a property of measuring
consistency of its scores device in measuring what it is
upon repeated inteded to measure
measurements of the same
group

RELIABILITY VALIDITY
DIFFERENT KINDS OF TEST USED IN PSCHOLOGICAL ASSESSMENT

Ψ
DIFFERENT KINDS OF TESTS

1. INTELLIGENCE TEST
— used as a tool for predicting future behavior and life prospects or
as a tool for identifying intervention

a. Individuals Tests & Group Tests

I. Individual tests are given to a single testee by another person
II. Group test a given simultaneously to a large number of testees
b. Verbal tests and Performance tests
I. Verbal tests require the use and understanding of language to
either oral or written work
II. Performance test makes minimal use of language and may
require the use of concrete nonverbal material
DIFFERENT KINDS OF TESTS

2. APTITUDE TESTS
— designed to measure capacity to learn through training

3. ACHIEVEMENT TEST
— design to measure what a person can do now

4. INTERESTS TEST/INVENTORIES
— instruments designed to measure an individual’s interest in a
variety of activities
— interests and preferences can either be peripheral or of
ovacational
— most widely used are the Strong Vocational Interest Blank and
the Kuder Preference Method
DIFFERENT KINDS OF TESTS
5. PERSONALITY TEST
— design to measure personality traits

A. RORSCHACH INKBLOT TEST

I. A projective psychological test
in which the subject is shown
templates or cards containing
bi-symmetrical inkblots
II. A test designed to reflect
unconscious part of the
personality that project into
the visual stimuli generated by
the inkblots, allowing a
psychodiagnosis to be stablish
DIFFERENT KINDS OF TESTS
5. PERSONALITY TEST
— design to measure personality traits

B. THEMATIC APPRECIATION
TEST (TAT)
I. A projective technique in which
the subject is asked to tell a
story by a series of pictures
which is relatively unstructed
or ambiguous
II. It is designed to reveal an
individual's perception of
interpersonal relationship
 APPROACHES IN
MEETING
INDIVIDUAL
DIFFERENCES
adjustments taken as positive steps to develop the potentialities
of each individual
 1 | GROUPING

HOMOGENEOUS — oppositions to homogeneous grouping

GROUPING
— ability groupings are done through
the separation of students and rows of
seats according to some basis such as,
intelligence, reading or speed abilities
§ tends to dichotomize the bright from the dull
§ leadership for the bright is curtailed
§ may foster feelings of superiority or inferiority
§ competition and challenge is reduced

SPECIAL GROUPING

— may be accomplished through:

§ honor classes § part-time interest groups § special classes (elementary level)
§ community sponsor plans § saturday-class plans § independent study plans
 2 | ACCELERATION
— specially applicable for the bright
and fast groups Example:
— can be achieved in a number of — Mikaela Fudolig graduated at the
ways: age of 16 in UP with a Bachelor’s
a. Grade skipping degree in Physics, Summa Cum
b. Three year work in 2 (or other Laude with an average of 1.099
variations)
c. Early admission to kinder or
first year
d. Entrance to college with
advanced standing
e. Early admission to college
f. Speeding up works
 3 | SUPERVISED STUDY
— educators adjust their method
so that more time can be given to
those who need more attention
— bright learners; given the
corresponding work
— slow learners; direct teaching
methods or direct experiences
Example: Kumon
4 | SPECIAL SCHOOLS
— the gifted from several
schools are grouped together
and given a specialized
method of approach to attend
to their individual needs and
talents
— example:
• Manila Science High School
• Philippine Science High
School
 5 | ENRICHMENT
TECHNIQUES
A. Vertical Enrichment- certain
subject matters are taught with
depth through the use of
devices, film strips, slides,
advanced lessons, and the like
B. Horizontal Enrichment-
discussion is expanded to
include outside but related
topics
Example: Psychology
6 | TEACHING
TECHNIQUES
—The teacher must be ingenious
enough to think of ways of holding
and stimulating the students’
interests.
—Students can be made to
assume more leadership
responsibility and to engage in
individualized researches.
THANK YOU!