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Individual Differences

Muhamad Faiz bin Rahmad


Mohd ihsan bin Faharol Razi
Ahmad Asnawi bin Ashaari
Definition
• Plato stated more than 2000 years ago:
“No two persons are born exactly alike; but
each differs from the other in natural
endowments, one being suited for one
occupation and the other for another.”

• No two people are alike, yet no two people


are unlike
• We can stated that:
– ID is a variation of characteristic or cognitive,
emotional, physical, moral, behavioural, social,
intelligence and other possible attributes found
among individual in a group.
Aspect of Individual Differences

• Physical
• Cognitive
• Emotional
• Behaviour
• Social
• Spiritual
Physical
• They differ in height or weight or color of the
skin.
• They differ in the color of the hair or eyes, in
the shape of the head, or in such details as
size and shape of the ear, size and shape of
the nose, chin, mouth, teeth, feet, hands,
fingers, toes, nails, etc.
• The anatomist tells us that we differ internally
just as we do externally.
• While the internal structure of one person has
the same general plan as that of another,
there being the same number of bones,
muscles, organs, etc., there are always
differences in detail. We are built on the same
plan, i.e. we are made after a common type.
We vary, above and below this type or central
tendency.
• Weight may be taken for illustration. If we
should weigh the first thousand men we meet,
we should find light men, heavy men, and
men of medium weight. There would be few
light men, few heavy men, but many men of
medium weight.
Cognitive
• Just as we differ physically, so also we differ
mentally, and in the various aspects of our
behavior.
• An interesting question is whether our mental
differences have any relation or connection with
one another. If one mental characteristic is of high
order, are all the others of high order also? Does a
good memory indicate a high order of attention, of
association, of imagination, of learning capacity?
• Experiments show that mental characteristics
have at least some degree of independence.
But the rule is that they generally go together,
a high order of ability in one mental function
indicating a high order of ability in at least
some others, and a low order of ability in one
function indicating a low order in other
functions.
Emotional
• Emotions or sometimes referred as affect are
the feelings, both physiological and
psychological, that people have in response to
events that are personally relevant to their
needs and goals. Emotional states energize
thinking and acting in ways that are often
adaptive to the circumstances (Goleman,
1995; Saar et al., 1998).
• Happiness, anger, fear, anxiety, and other
emotional responses focus children’s attention
on important aspects of their lives; they also
help children develop new ideas, goals, and
plans. Emotions are not just a means for
venting excess energy; rather, they help
youngsters redirect their actions and
relationship. The ways in which children
express deeply held emotions – and to some
degree the emotions themselves – change the
development.
Social
• Social development is a two-sided process in which
children simultaneously become integrated into the
larger social community and differentiated as distinctive
individuals. One side of social development is
socialization, the process by which children acquire the
standards, values, and knowledge of their society. The
other side of social development is personality
formation, the process through which children develop
their own unique patterns of feelings, thinking, and
behaving in a wide variety of circumstances.

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