Psychology of individual differences

elementary

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 temperament , ability and cognitive styles

LECTURE:

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: intelligence as the ability to information processing; chronometrical measurement of intelligence with elementary cognitive tasks, Sternberg's triarchic theory of intelligence; component analysis of cognitive problem solving process.

8. Final test.

CLASESS:

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. Specificity of measuring intelligence in children.

8. Final test.

LECTURE

Basic:

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

Strelau, J. (2014). Różnice indywidualne. Historia-determinanty-zastosowania (rozdz. 1-8, 19,20). 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.

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

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

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

CLASESS

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

Knowledge:

student knows the subject matter and concepts of psychology of individual differences, knows achievements of principal intelligence researchers and historical and contemporary conceptions of intelligence, knows different approaches to the diagnosis of intellect, has knowledge of adaptive significance of abilities, knows basic intelligence tests and 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 and to draw broader conclusions from them, can interpret test outcomes, can integrate test outcomes and formulate the diagnosis of intellect, 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 inteligence test in child

4) positive grade on the final test

THE ASSESSMENT CRITERIAa

Knowledge:

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

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

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

for grade 2: student does not even know the basic concepts of the psychology of individual differences, conceptions of the intellect and the types of approaches to measure of abilities, does not have knowledge about ethical and legal aspects of intelligence 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 and draws general conclusions, very well applies knowledge of adaptive functions of intelligence 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 and draws some general conclusions, well applies knowledge of adaptive functions of intelligence 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 and drawing general conclusions, poorly applies knowledge of adaptive functions of intelligence 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 research reported in the literature and is not able to draw general conclusions, does not use knowledge of adaptive role of intelligence to diagnose and predict human functioning

Competencies:

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

not applicable