Psychology of individual differences

PS_W07,PS_W18, PS_U03, PS_U05

Level: basic

Objectives:

familiarize students with:

- Basic concepts , issues and empirical data in the field of psychology of individual differences , mainly the psychology of intelligence and psychology of temperament

- The most important concepts of intelligence, temperament and cognitive styles

LECTURES

Semester 1

1. Introduction to the psychology of individual differences: history of the psychology of individual differences, concept of individual differences and categories used to describe them.

2. Psychometric conceptions of intelligence (part 1): basic concepts of abilities psychology, concept of g factor, factor analysis as a method to study the structure of intelligence.

3. Psychometric conceptions of intelligence (part 2): models of the structure of intelligence, development of intelligence in the light of psychometric conceptions.

4. "New intelligences": social and emotional intelligence.

5. Psychometric diagnosis of intelligence: types of tasks for measuring abilities differentiated in general intelligence, tests as a tools based on statistical reference system, concept of standarization, ways to capture tests results, types of norms, problem of cultural fairness, tests critique, future directions in tests diagnosis.

6. Biological conceptions of intelligence: the role of neural speed and efficiency of nervous system; measurement of intelligence by elementary cognitive tasks; psychophysiological correlates of intelligence.

7. Cognitive approach to intelligence (part 1): intelligence as the ability to information processing; chronometrical measurement of intelligence with elementary cognitive tasks

8. Cognitive approach to intelligence (part 2): Sternberg's triarchic theory of intelligence; component analysis of cognitive problem solving process.

Semester 2

1. The adaptive role of intelligence in everyday life: intelligence and education, poverty, pathologies; intelligence as predictor learning and work efficiency.

2. Introduction to psychology of temperament: the concept of temperament, definitions, history of research on temperament.

3. Overview of the conceptions of temperament: constitutional theories and their criticism, P. Pavlov's conception and its later modifications, EAS model of A. H. Buss and R.Plomin, interactive approach by A. Thomas and S. Chess, J. Kagan’s, H. J. Eysenck’s and J. A. Gray’s conceptions.

4. Strelau’s Regulative Theory of Temperament: sources, assumptions and development of RTT, energetic and temporal characteristics of behavior, structure and basic dimensions of temperament.

5. The regulatory function of temperament: optimal stimulation and activation, concept of effective regulation of stimulation, temperament as a moderator of stress, a temperamental risk factor, temperament and efficiency of functioning in difficult situations, temperament and acting style.

6. The role of temperament in mental development (2 hours): temperament and motivation for development, temperament and individual directions of development, impact of formal characteristics on content characteristics, temperament and interests, the need for achievement and social functioning, temperament and susceptibility to environmental and educational influence, customization of environmental impacts and temperament.

Diagnosis of temperamental traits (1 hours): laboratory diagnosis, questionnaire and observation methods.

7. Origins of individual differences in intelligence and temperament: the concept of heritability index, twin studies and adoption studies, impact of environmental factors.

8. Concept and functions of cognitive style: the concept of cognitive style, characteristics of selected styles, determinants and the role of cognitive styles.

CLASESS

Semester 1

1. Introduction - ethical and legal aspects of tests’ using and psychological diagnosis.

2. Measurement of fluid intelligence using Raven’s Progressive Matrices Test.

3. Measurement of fluid intelligence using Raven’s Progressive Matrices Test – continuation.

4. Measurement of fluid intelligence using Cattell’s tests.

5. Measurement of crystallized intelligence – the presentation of APIS battery.

6. Measurement of crystallized intelligence – interindividual and intraindividual analysis of APIS results.

7, 8. Specificity of measuring intelligence in children.

Semester 2

1. Wechsler’s Scale (WAIS–R) – test presentation.

2. "New intelligences” on the example of emotional intelligence.

3. The measurement of temperament in children.

4. The measurement of temperament traits – PTS questionnaire.

5. The measurement of temperament traits – FCZ-KT questionnaire.

6. Diagnosis of temperament structure using FCZ-KT questionnaire.

7. Final test.

8. Discussion of the conducted research and the results of a final test. Grading.

LECTURES

Basic:

Strelau, J. (2014). Różnice indywidualne. Historia-determinanty-zastosowania (rozdz. 1-13, 19,20). Warszawa: Scholar.

Strelau, J. (2002). Psychologia różnic indywidualnych. Warszawa: Scholar.

Suplementary:

Anastasi, A., Urbina, S. (1999). Testy psychologiczne (rozdz. 1, 2, 3, 11, 12, 18). Warszawa: Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego.

Gardner, H., Kornhaber, M. L., Wake, W. K. (2001). Inteligencja. Wielorakie perspektywy. Warszawa; WSiP.

Matczak, A. (1994). Diagnoza intelektu. Warszawa: Wydawnictwo Instytutu Psychologii PAN.

Nęcka, E. (2003). Inteligencja. Geneza-Struktura-Funkcje. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.

Strelau, J. (2007), (red.). Psychologia. Podręcznik akademicki (t. 2, rozdz. 37, 38, 39). Gdańsk: Gdańskie Wydawnictwo Psychologiczne.

CLASESS

Semester 1

1. Anastasi, A., Urbina. S. (1999). Testy psychologiczne (rozdz. 4, 5). Warszawa: Pracownia Testów Psychologicznych PTP.

2. Jaworowska, A. (2004). Dostęp do testów psychologicznych i kompetencje zawodowe ich użytkowników. W: J. Brzeziński, M. Toeplitz-Winiewska (red.), Etyczne dylematy psychologii. Warszawa: Academica.

3. Jaworowska, A., Szustrowa, T. (1991). Podręcznik do Testu Matryc Ravena. Wersja Standard. Warszawa: Pracownia Testów Psychologicznych PTP.

4. Jaworowska, A., Szustrowa, T. (1992). Podręcznik do Testu Matryc Ravena. Wersja dla Zaawansowanych. Warszawa: Pracownia Testów Psychologicznych PTP.

5. Matczak, A., Jaworowska, A., Ciechanowicz, A., Stańczak, J. (2006). Bateria testów APIS-Z. Podręcznik (wyd. 2). Warszawa: Pracownia Testów Psychologicznych PTP.

6. Matczak, A., Martowska, K. (2013). Neutralny Kulturowo Test Inteligencji - wersja 3 Raymonda B. Cattella i Alberty K.S. Cattell. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.

7. Standardy do testów stosowanych w psychologii i pedagogice. (2007). Gdańsk: GWP.

8. Wytyczne Międzynarodowej Komisji Ds. Testów. www.practest.com.pl

Semester 2

1. Brzeziński, J. i in. (2004). Skala Inteligencji D. Wechslera dla Dorosłych. WAIS-R (PL) Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.

2. Jaworowska, A., Matczak, A. (2005). Popularny Kwestionariusz Inteligencji Emocjonalnej PKIE. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.

3. Oniszczenko, W. (1997). Kwestionariusz Temperamentu EAS Arnolda H. Bussa i Roberta Plomina. Wersje dla dorosłych i dla dzieci. Adaptacja polska. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.

4. Strelau, J., Zawadzki, B. (1998). Kwestionariusz Temperamentu PTS. Warszawa: Pracownia Testów Psychologicznych PTP.

5. Zawadzki, B. , Strelau, J. (1997). Formalna Charakterystyka Zachowania – Kwestionariusz Temperamentu FCZ-KT. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.

Knowledge:

student knows the subject matter and concepts of psychology of individual differences, knows achievements of principal intelligence, temperament and cognitive styles, researchers and historical and contemporary conceptions of intelligence, temperament and cognitive styles, knows different approaches to the diagnosis of intellect, temperament and cognitive styles, has knowledge of adaptive significance of abilities, temperament and cognitive styles, knows basic intelligence tests and temperament questionnaires, understands ethical and legislative aspects of test using

Skills:

student is able to correctly use the concepts of psychology of individual differences, is able to assess the scientific value of reported in the scientific literature studies on the intellect temperament and cognitive styles, and to draw broader conclusions from them, can interpret test and questionnaires outcomes, can integrate test outcomes and formulate the diagnosis of intellect,temperament and cognitive styles, can provide feedback on test outcomes

Competencies:

student is understanding and tolerant to diversity, is aware of responsibility for formulated diagnosis and provided feedback, respects the rights of the tested individuals as well as the authors and editors of the tests.

ECTS:

participation in the lecture: 24

participation in the classes: 16

reading texts: 40

preparation for exam: 30

preparation for credit the classes: 35

consultations: 5

Total hours 150 [150: 25 = 6]

Number of ECTS: 6

Assessment (lecture):evaluation of the written exam (obligatory is knowledge of topic discussed during lectures supplemented with content from a specified literature)

Classes - Requirements of credit:

1) students are allowed to no more than two absences;

2)active participation in classes and being prepared;

3) the correct execution of the some measurement tools

4) positive grade on the final test

THE ASSESSMENT CRITERIA

Knowledge:

for grade 5: student knows very well concepts of the psychology of individual differences, achievements of principal investigators of intelligence, temperament and cognitive styles and historical and contemporary conceptions of intelligence, temperament and cognitive styles, has firmly established knowledge of the adaptive significance of capabilities, temperament and cognitive styles, is very familiar with different approaches to the diagnosis of intellect, temperament and cognitive styles, has a detailed knowledge of ethical and legal aspects of the measurement of intelligence, temperament and cognitive styles

for grade 4: student knows very well concepts of the psychology of individual differences, achievements of principal investigators of intelligence, temperament and cognitive styles, and historical and contemporary conceptions of intelligence,temperament and cognitive styles, has established knowledge of the adaptive significance of capabilities, temperament and cognitive styles, is familiar with different approaches to the diagnosis of intellect, temperament and cognitive styles, has knowledge of ethical and legal aspects of the measurement of intelligence, temperament and cognitive styles

for grade 3: student knows only some of concepts of psychology of individual differences, achievements of principal investigators of intelligence, temperament and cognitive styles, and historical and contemporary conceptions of intelligence, temperament and cognitive styles, has limited knowledge of adaptive significance of capabilities, temperament and cognitive styles, knows little different approach to the diagnosis of intellect, temperament and cognitive styles, has a limited knowledge of the ethical and legal aspects of intelligence, temperament and cognitive styles measurement

for grade 2: student does not even know the basic concepts of the psychology of individual differences, conceptions of the intellect, temperament and cognitive styles and the types of approaches to measure of abilities, temperament and cognitive styles, does not have knowledge about ethical and legal aspects of intelligence, temperament and cognitive styles measurement

Skills:

for grade 5: student operates flawlessly concepts from psychology of individual differences, can assess scientific value of research reported in the literature on intelligence, temperament and cognitive styles and draws general conclusions, very well applies knowledge of adaptive functions of intelligence, temperament and cognitive styles to diagnosis and prediction of human functioning

for grade 4: student generally properly uses concepts from psychology of individual differences, can assess scientific value majority of research reported in the literature on intelligence, temperament and cognitive styles and draws some general conclusions, well applies knowledge of adaptive functions of intelligence, temperament and cognitive styles to diagnosis and prediction of human functioning

for grade 3: student poorly operates concepts of psychology of individual differences, has some difficulties in assessing scientific value of research described in the literature of intelligence, temperament and cognitive styles and drawing general conclusions, poorly applies knowledge of adaptive functions of intelligence, temperament and cognitive styles to diagnosis and prediction of human functioning

for grade 2: student can not use concepts of psychology of individual differences, does not know how to assess scientific value of intelligence, temperament and cognitive styles research reported in the literature and is not able to draw general conclusions, does not use knowledge of adaptive role of intelligence, temperament and cognitive styles to diagnose and predict human functioning

Competencies:

assessed is degree of understanding and tolerance for intellectual, temperamental and cognitive diversity among people and sensitivity to ethical and legal issues related to diagnosis of capabilities, temperament and cognitive styles

not applicable