Psychology of individual differences 1 WF-PS-N-PRI1
Lectures
1. Introduction to the issues of individual differences: possibilities and preferences as a subject of research. The subject of research on the psychology of individual differences. Interindividual differences and intraindividual differences.
2. Basic categories of description in the psychology of individual differences (feature, factor, dimension, type, feature).
3. The nature and structure of intelligence in classical psychometric concepts. Theoretical and practical implications of the dispute over the existence of the "g" factor. The development of intelligence in the light of various psychometric concepts. Factor concepts of intelligence: hierarchical theories (C. Spearman, P.E. Vernon, R.B. Cattell) and theories based on peers (T. Kelley, L.L. Thurstone, J. Guilford).
4. Psychometric diagnosis of intelligence: psychometric and cognitive approach. Intelligence as: adaptive ability, mental property, set of mental processes, the phenomenon measured by intelligence tests. Tests as tools based on a statistical frame of reference, the concept of standardization, ways of presenting test results, types of norms, the Flynn effect, the problem of cultural justice (cultural "purity" or cultural adequacy of tests).
5. Contemporary concepts of the structure of the intellect: The multidimensional concept of intelligence by H. Gardner and the Triarchic theory of R. J. Sternberg (the importance of the cultural context of intelligence, intelligence components, intelligence and information processing automation, intelligence and information processing strategies).
6. The role of intelligence in everyday human functioning (educational and professional achievements, life success, social conditioning of intelligence). The view on the existence of the "g" factor and the problems of diagnosis of intellect and the importance of education in the development of intelligence.
7. The concept of general and special abilities. Selected models of ability: structural-interaction models (J. S. Renzulli, F. Mönks, A. Tannenbaum) and development models (D. Feldman, J. Piaget).
8. The genesis of individual differences in intelligence and abilities: the concept of the heritability index, twin studies and adoption studies, the influence of environmental factors.
9. Other aspects of intelligence: emotional and social intelligence, creative intelligence.
10. Cognitive styles and styles of thinking as the subject of research on the psychology of individual differences. Selected examples of variables used to describe cognitive styles and styles of thinking. The meaning and determinants of cognitive styles and styles of thinking and, the possibility of applying knowledge about cognitive styles in psychological counseling.
11. Outstanding abilities, theories, genetic vs environmental conditions and their relationship with intelligence and personality. Basic aspects of psychological functioning of eminently gifted people. Selected issues of psychological support for extremely gifted people.
12. Difficulties in educating pupils and students. The ability, emotional, motivational and emotional aspect. Wisdom as an object of interest in psychology - methods of diagnosis.
13. Interpersonal competences in forming individual differences.
Workshops
1. Introduction, information about requirements, organizational issues.
2. Basic methods of psychology of individual differences: a) in scientific research (factor analysis, correlations, inter-group comparison); b) in individual diagnosis (tests, questionnaires, and rating scales).
3. Ethical and legal aspects of tests’ using and psychological diagnosis.
4. Measurement of fluid intelligence – Raven’s Progressive Matrices, standard version.
5. Measurement of fluid intelligence – other versions of Raven’s scales.
6. Measurement of fluid intelligence – the problem of cultural “purity”.
7. Measurement of fluid intelligence – Cattell’s tests.
8. Measurement of crystallized intelligence – the presentation of APIS battery.
9. Measurement of crystallized intelligence – interindividual analysis of APIS outcomes.
10. Measurement of crystallized intelligence – intraindividual analysis of APIS outcomes.
11. Measurement of crystallized intelligence – “Omniubus” test.
12. Relations between fluid and crystallized intelligences.
13. Presentation of TRS (test of word comprehension).
14. Final test.
15. Final test discussion and grading.
(in Polish) E-Learning
Subject level
Learning outcome code/codes
Course coordinators
Learning outcomes
1) Identifies the basic conceptions of intellect structure (PS_W07).
2) Characterizes new conceptions of intelligence (PS_W07).
3) Explains the role of intelligence in human functioning (PS_W04).
4) Differentiates the basic types of approaches to diagnosing of intellect (PS_W08).
5) Knows basic intelligence tests (PS_W05).
6) Understands ethical and legislative aspects of test using (PS_W10).
Skills:
1) Can administrate some intelligence tests (PS_U01).
2) Can interpret test outcomes (PS_U03).
3) Can integrate test outcomes and formulate the diagnosis of intellect (PS_U04).
4) Can provide feedback on test outcomes (PS_U05).
Competencies (Attitudes):
1) Is understanding and tolerant to diversity (PS_K01).
2) Is aware of responsibility for formulated diagnosis and provided feedback (PS_K0).
3) Respects the rights of the tested individuals as well as the authors and editors of the tests (PS_K05).
ECTS: 5 points (participation in lectures: 30; participation in workshops: 30; preparation for the exam: 20; preparation for the test (workshops): 20; reading:50; [150:30=5]).
Assessment criteria
Lectures
Knowledge:
- for grade 5: identifies very well the basic conceptions of intellect structure and new theories of intelligence; understands very well the role of intelligence in human functioning; differentiates the basic types of approaches to diagnosing of intellect; knows very well basic intelligence tests; understands very well ethical and legislative aspects of test using.
- for grade 4: identifies well the basic conceptions of intellect structure and new theories of intelligence; understands well the role of intelligence in human functioning; differentiates the basic types of approaches to diagnosing of intellect; knows well basic intelligence tests; understands very well ethical and legislative aspects of test using.
-for grade 3: identifies the basic conceptions of intellect structure and new theories of intelligence; understands the role of intelligence in human functioning; poorly differentiates the basic types of approaches to diagnosing of intellect; knows only very basic intelligence tests; hardly understands ethical and legislative aspects of test using.
- for grade 2: does not have the basic knowledge about modern and classic conceptions, tests and ethical and legislative aspects of test using.
Skills:
-for grade 5: recognizes very well differential aspects of phenomena and laws discussed in general psychology; can indicate the differences among various conceptions of intelligence; can indentify the subject of measurement through test tasks analysis.
- for grade 4: can indicate the differences among various conceptions of intelligence; can indentify the subject of measurement through test tasks analysis.
- for grade 3: poorly recognizes differential aspects of phenomena and laws discussed in general psychology; can analyze only some test tasks.
- for grade 2: cannot recognize differential aspects of phenomena and laws discussed in general psychology; cannot analyze any test tasks.
Competencies (Attitudes):
Tolerance and understanding for human diversity in the level and profile of intellect as well as ethical attitude and the approach to legal regulations concerning tests are assessed.
Form of credit of the lectures: a written test
Requirements of credit of the lectures: positive grade on the test.
Condition of passing: over fifty percent of correct answers.
Workskops
Requirements of credit: 1) students are allowed to no more than three absences; 2) students should actively participate in classes; 3) positive grade on the test.
Knowledge:
- for grade 5: differentiates very well the basic approach to diagnosing of intellect; knows very well main intelligence tests; understands very well ethical and legislative aspects of test using.
- for grade 4: differentiates well the basic approach to diagnosing of intellect; knows well main intelligence tests; understands ethical and legislative aspects of test using.
- for grade 3: differentiates poorly the basic approach to diagnosing of intellect; knows only very basic intelligence tests; hardly understands ethical and legislative aspects of test using.
- for grade 2: does not know tests; does not have sufficient knowledge of ethical and legislative aspects of test using.
Skills:
- for grade 5: administers tests and interprets their outcomes very well; can very well integrate the outcomes and formulate the diagnosis of intellect; provides excellent feedback.
- for grade 4: administers tests and interprets their outcomes well; can well integrate the outcomes and formulate the diagnosis of intellect; provides sufficient feedback.
- for grade 3: administers tests but cannot integrate the outcomes and formulate the diagnosis of intellect well enough; poorly manages with providing feedback.
- for grade 2: makes crucial mistakes at administering tests and interpreting their outcomes.
Competencies (Attitudes):
Tolerance and understanding for human diversity in the level and profile of intellect as well as ethical attitude and the approach to legal regulations concerning tests are assessed.
Practical placement
no
Bibliography
Main literature:
Strelau, J. (2002). Psychology of individual differences. Warsaw: Scholar.
Strelau, J. (2000 or later resumptions). Psychology. Academic handbook (T. 1 chapter 6, 12.2, 12.3; T. 2 chapter 37-40). Gdansk: GWP
Additional literature:
Gardner, H. (2001). Multiple intelligences. Theory in practice. Poznań: Media Family.
Hampson, S. E., Colman A. M. (2000). Psychology of individual differences. Poznań: Zysk i S-ka Publishing House.
Matczak, A. (1982). Cognitive styles. Warsaw 1982, 9-36.
Matczak, A. (1994). Intellect diagnosis. Warsaw: Institute of Psychology Publishing.
Matczak, A. (2000). Cognitive styles. In: J. Strelau (ed.). Psychology: Academic Handbook. T. 2. Gdańsk: Gdańsk Psychological Publishing House, 761-782.
Matczak, A. On the need to modify the ability test test procedure. Przegląd Psychologiczny, 1998, T. 41, Z. 1/2, 89-102.
Marszał-Wiśniewska, M., Fajkowska-Stanik, M. (ed.). (2003) Psychology of individual differences. Gdansk: GWP.
Nęcka, E. (1994). Intelligence and cognitive processes. Krakow: Impuls publishing house.
Nęcka, E. (2000). Intelligence. In: J. Strelau (ed.). Psychology: Academic Handbook. T. 2. Gdańsk: Gdańsk Psychological Publishing House.
Nęcka, E. (2003). Intelligence. Genesis - Structure - Functions. Gdansk: GWP.
Nosal, Vol. (1990). Psychological models of the mind. Warsaw: PWN.
Nosal, Vol. (1992). Diagnosis of mind types. Development and application of Jung's theory. Warsaw: PWN.
Popek, S. (ed.) (1996). Abilities and talents as personality traits of man. Lublin: UMCS Publishing House.
Sternberg, R. J. (1999). Introduction to psychology. Warsaw: WSiP.
Seligman, D. (1995). Almost everything about intelligence. Controversy around the intelligence quotient. Warsaw: Polish Scientific Publishers PWN.
Angielski
Poznaj wymowę
Strelau, J. (1985). Temperament, personality, action. Warsaw: Polish Scientific Publishers PWN.
Strelau, J. (1992). Temperament studies. Theory, diagnosis, applications, Warsaw: PWN Publishing House.
Strelau, J. (1995). Temperament and intelligence. In: T. Tomaszewski (ed.). General psychology. Warsaw: PWN.
Strelau, J. (1997). Human intelligence. Warsaw: Publishing House 'Żak'.
Strelau, J. (2000). Intelligence. In: J. Strelau (ed.). Psychology: Academic Handbook. T. 2. Gdańsk: Gdańsk Psychological Publishing House. Gdańsk: Gdańsk Psychological Publishing House.
Strelau, J. (2000). The concept and determinants of individual differences. In: J. Strelau (ed.). Psychology: Academic Handbook. T. 2. Gdańsk: Gdańsk Psychological Publishing House.
Strelau, J. (2000). Temperament. In: J. Strelau (ed.). Psychology: Academic Handbook. T. 2. Gdańsk: Gdańsk Psychological Publishing House
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: