Psychology of individual differences 2 WF-PS-N-PRI2
Topics of lectures:
1. Theories of general abilities and directional abilities. Academic achievements and their lack - significance of particular difficulties in education.
2. Interpersonal and intapersonal intelligence. Social intelligence and social and interpersonal competences.
3. Emotional intelligence and its importance in individual development. Impact of the environment on its development. John Mayer and Peter Salovey's ability model and mixed models by Daniel Goleman, Reuven Bar-Ona.
4. The concept of cognitive style and their importance for cognitive and intellectual activities. Characteristics of selected cognitive styles (dependence-independence from the field, reflectivity - impulsiveness, abstractness-concreteness). Ways to shape cognitive styles.
5. The concept of thinking styles by Robert Sternberg and Elena Grigorenko. The genesis of thinking styles - the role of the environment and the socialization process in shaping them. Metacognitive control and decision-making processes for cognitive processes. Thinking styles and the effectiveness of performing various types of cognitive tasks. Intelligence and various aspects of cognitive self-targeting.
6. Basic issues of temperament psychology, differentiation of temperament concepts. Biological and environmental conditions. Classical concepts of temperament: constitutional concepts (Kretschmer, Sheldon), Pavlov and neoplasmas, factor concepts (Guilford).
7. Contemporary concepts of temperament: interactive theory of Thomas and Chess, concepts of Rothbart and Kagan, genetic theory of Buss and Plomin.
8. Temperamental differences in the light of activation theory: basic theses of activation theory, extraversion-introversion in the concept of Eysenck, anxiety and impulsiveness in Gray's concept, the concept of stimulation demand; Cloninger model.
9. The structure of temperament in Strelau's Regulatory Theory of Temperament: temperament as a set of formal behavioral traits, energetic behavioral characteristics, temporal behavioral characteristics.
10. The role of temperament in stimulation regulation: temperament and possibilities of stimulation processing, temperament and demand for stimulation. Temperament and action: temperament and efficiency, temperament and functioning in difficult situations, temperamental conditions of the style of action.
11. Temperament and personality: mechanisms of the influence of formal behavioral traits on content traits, temperament and interests, the need for achievements and social functioning properties.
12. Temperament and adaptation: the concept of psychophysiological costs, temperamental risk factor. The issue of heritability of temperament traits.
13. The role of temperament in mental development: temperament and motivation to develop, temperament and individual paths and development directions, temperament and the individual's susceptibility to environmental and educational influences. Temperament and intelligence.
14. The role of environmental factors in modifying temperament traits: the problem of stability - variability of temperament traits.
15. Questionnaire and observational methods of temperament measurement: manifestations of temperament in everyday situations, FCZ-KT and PTS questionnaires, measurement of temperament according to the EAS concept, observation scales for temperament diagnosis. Intraindividual differences - selected variables used to describe them.
Topics of workshops:
1. Interindividual analysis of APIS-Z outcomes (interpret and integrate outcomes).
2. Intraindividual analysis of APIS-Z outcomes (interpret and integrate outcomes).
3. Wechsler’s Scale (WAIS – R) – presentation.
4. “New intelligences” – on the example of emotional intelligence -1.
5. “New intelligences” – on the example of emotional intelligence - 1.
6. Intelligence versus competence – on the example of social competencies.
7. The measurement of temperament traits – PTS questionnaire.
8. The measurement of temperament traits – FCZ-KT questionnaire.
9. Diagnosis of temperament structure.
10. Questionnaires versus observation scales – on the example of EAS.
11. Temperament and intellectual functioning.
12. Individual differences in preferences – Multidimensional Questionnaire of Preferences (WKP).
13. The role of preferences in vocational career.
14. Final test.
15. Final test discussion and grading.
(in Polish) E-Learning
(in Polish) Obowiązkowy poprzednik
Subject level
Learning outcome code/codes
Course coordinators
Learning outcomes
Knowledge:
1) Characterizes the basic conceptions of temperament (PS_W02).
2) Explains regulative functions of temperament (PS_W03).
3) Discuss research on the sources of individual differences (PS_W02).
4) Lists the basic methods of temperament measurement (PS_W08).
5) Understands ethical and legislative aspects of using of questionnaires (PS_W10).
6) Lists and characterizes main dimensions used for describing of cognitive styles (PS_W04).
7) Knows the basic concepts of styles of thinking, social and emotional intelligence (PS_W09).
Skills:
1) Administers selected questionnaires (PS_U05).
2) Can interpret the outcomes (PS_U03).
3) Can integrate the outcomes and formulate the diagnosis of temperament (PS_U06).
4) Can provide feedback on questionnaire outcomes (PS_U05).
5) Can apply the knowledge of regulative functions of temperament at diagnosing and prognosticating human behaviour (PS_U09).
Competencies (Attitudes):
1) Is understanding and tolerant to diversity (PS_K01).
2) Is aware of responsibility for formulated diagnosis and provided feedback (PS_K02).
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: knows very well basic modern and classic conceptions of temperament; understands very well regulative functions of temperament; knows arguments for the role of genetic and environmental factors in explaining of individual differences; knows basic methods of research on the sources of individual differences; can list main methods of temperament diagnosing through experiments and questionnaires; knows very well the basic dimensions of cognitive styles and their determinants.
- for grade 4: knows well basic modern and classic conceptions of temperament; understands well regulative functions of temperament; knows basic methods of research on the sources of individual differences; can list main methods of temperament diagnosing through experiments and questionnaires; knows well the basic dimensions of cognitive styles and their determinants.
- for grade 3: poorly knows basic modern and classic conceptions of temperament; poorly understands functions of temperament; knows basic methods of research on the sources of individual differences; can list main methods of temperament diagnosing through experiments and questionnaires; knows the basic dimensions of cognitive styles and their determinants.
- for grade 2: does not have the basic knowledge of conceptions of temperament; dos not understand regulative functions of temperament; cannot list main methods of temperament diagnosing through experiments and questionnaires; does not know the basic dimensions of cognitive styles and their determinants.
Skills:
- for grade 5: Applies very well the knowledge of regulative functions of temperament at diagnosing and prognosticating human behaviour.
- for grade 4: Applies the knowledge of regulative functions of temperament at diagnosing and prognosticating human behaviour.
- for grade 3: Applies poorly the knowledge of regulative functions of temperament at diagnosing and prognosticating human behaviour.
- for grade 5: Does not applies the knowledge of regulative functions of temperament at diagnosing and prognosticating human behaviour.
Competencies (Attitudes):
Tolerance and understanding for human diversity in temperament as well as ethical attitude and the approach to legal regulations concerning diagnosing of temperament are assessed.
Form of credit of the lectures: a written test
Requirements of credit of the lectures: positive grade on the test
(over fifty percent of correct answers
Workshops
Requirements of credit: 1) credit for Individual Differences 1; 2) students are allowed to no more than three absences; 3) students should actively participate in classes; 4) positive grade on the test.
Grading criteria:
Knowledge:
- for grade 5: knows very well the basic typologies of temperament, concepts of intelligence, emotional intelligence and social competences and main measurement tools; understands very well ethical and legislative aspects of using of measurement tools.
- for grade 4: knows well the basic typologies of temperament, concepts of intelligence, emotional intelligence and social competences and main measurement tools; understands well ethical and legislative aspects of using of measurement tools.
- for grade 3: poorly knows the basic typologies of temperament, concepts of intelligence, emotional intelligence and social competences and main measurement tools; hardly understands ethical and legislative aspects of using of measurement tools.
- for grade 2: does not know the basic typologies and main measurement tools; has no sufficient knowledge of ethical and legislative aspects of using of questionnaires.
Skills:
- for grade 5: interprets the outcomes very well; can very well integrate the outcomes and formulate the diagnosis; provides excellent feedback.
- for grade 4: interprets the outcomes well; can well integrate the outcomes and formulate the diagnosis; provides sufficient feedback.
- for grade 3: cannot integrate the outcomes and formulate the diagnosis well enough; poorly manages with providing feedback.
- for grade 2: makes crucial mistakes at interpreting the outcomes.
Competencies (Attitudes):
Tolerance and understanding for human diversityas well as ethical attitude and the approach to legal regulations concerning diagnosing 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.
Iskra, J. (2014). Coping with difficulties by students. Warszawa: Difin.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.
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.
Workshops
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. Matczak, A. (2007). Kwestionariusz Kompetencji Społecznych KKS. Podręcznik. Wyd. 2 uzup. Warszawa: Pracownia Testów Psychologicznych PTP.
4. Matczak, A., Martowska, K. (2013). Profil Kompetencji Społecznych PROKOS. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.
5. Matczak, A., Piekarska, J. (2011). Test Rozumienia Emocji. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.
6. Matczak, A., Piekarska, J., Studniarek, E. (2005). Skala Inteligencji Emocjonalnej - Twarze SIE-T. Podręcznik. Pracownia Testów Psychologicznych PTP.
7. Matczak, A. i in. (2006). Wielowymiarowy Kwestionariusz Preferencji WKP. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.
8. 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.
9. Strelau, J., Zawadzki, B. (1998). Kwestionariusz Temperamentu PTS. Warszawa: Pracownia Testów Psychologicznych PTP.
10. Zawadzki, B. , Strelau, J. (1997). Formalna Charakterystyka Zachowania – Kwestionariusz Temperamentu FCZ-KT. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: