Psychology of individual differences WF-ZPS-PI-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.
CLASSES:
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.
Subject level
Learning outcome code/codes
Learning outcomes
Knowledge:
student knows the subject matter and concepts of psychology of individual differences, knows achievements of principal investigators of psychology of individual differences, knows historical and contemporary conceptions of temperament and cognitive styles, has knowledge of regulatory function of temperament, knows origins of individual differences in intelligence and temperament, lists the basic methods of temperament measurement; understands ethical and legislative aspects of using of questionnaires
Skills:
student correctly uses concepts of psychology of individual differences, is able to assess scientific value of reported in literature research of temperament and cognitive styles, and draws conclusions from them, can interpret the outcomes, can integrate the outcomes and formulate the diagnosis of temperament, can provide feedback on questionnaire outcomes, can apply the knowledge of regulative functions of temperament at diagnosing and prognosticating human behaviour.
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 exercises: 16
reading of texts: 40
preparation for exam: 30
preparation for credit classes: 35
consultations: 5
TOTAL HOURS 150 [150: 25 = 6]
Number of ECTS: 8
Assessment criteria
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 temperament questionnaire in child
4) positive grade on the final test
Practical placement
not applicable
Bibliography
LECTURES
Obligatory:
Matczak, A. (1994). Diagnoza intelektu. Warszawa: Wydawnictwo Instytutu Psychologii PAN.
Strelau, J. (2014). Różnice indywidualne. Historia-determinanty-zastosowania (rozdz. 9-13, 17,18). Warszawa:Scholar.
Supplementary:
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.
CLASSES:
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.
Additional information
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