Differential Psychology of Intelligence and Personality

Code:

P203

Acronym:

PDIP

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2018/2019 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	181	Official Curricular Structure	1	-	3	30	81

Teaching language

Portuguese

Objectives

- To acquire knowledge regarding the most important theoretical frameworks for intelligence and personality, and the main empirical results concerning intraindividual, interindividual and group differences (gender, socioeconomic status, generation, …) on those constructs and its origin.

- To reflect on the ethical, social and political implications of the acquired knowledge.

- To argue using acquired knowledge about various issues regarding intellectual and personality group differences.

Learning outcomes and competences

- To organize, systematize, and structure the acquired knowledge in a common structure, ranking it according to its level of importance and generality; 

- To use the acquired knowledge concerning intelligence and personality constructs and group differences to collect and critically analyse new scientific (theoretical and empirical) and non-scientific data, using different sources of information and methods. 

- To apply the acquired knowledge to formulate or evaluate intervention and research proposals in different specialization domains of Psychology.

Working method

Presencial

Program

Antecedents, object, aims, methods, and evolution of Differential Psychology; Intelligence: definition(s). Theoretical frameworks: psychometric, factorial or differential) and cognitive. Multiple intelligences and successful intelligence theories. Group differences: socioeconomic status, ethnicity, gender, and generation. Ethical implications. Personality: definition(s) and similar constructs (trait, temperament, character). Theoretical frameworks: overview of psychodynamic, humanist/existentialistic, and socio-cognitive theories. Dispositional/factorial theories. Relationship with other constructs: intelligence, well-being, and emotions. Group differences: sex vs. gender and generation. Origin of the differences: Physical contexts of development - heredity and brain structures (e.g. twins and adoption studies, brain hemispheric specialization). Developmental social contexts - family (e.g. parental educative styles, values and structure) and school (intervention projects).

Mandatory literature

Almeida, L. S., Guisande, M. A. & Ferreira, A. I. ; Inteligência : perspectivas teóricas. , Almedina, 2009. ISBN: 978-972-40-3631-1
Hansenne Michel; Psicologia da personalidade. ISBN: 972-796-126-6
Sternberg Robert J. 340; Personality and intelligence. ISBN: 0-521-42835-1
Pervin Lawrence A. ed. lit.; Handbook of personality. ISBN: ISBN 0-89862-430-4

Complementary Bibliography

R.J. Sternberg & S. B.Kaufman, ; The Cambridge Handbook of Intelligence . , Cambridge University Press. , 2011
P. G. Corr, & G. Matthews. ; The Cambridge Handbook of Personality., Cambridge University Press., 2009
Almeida Leandro S.; Teorias da inteligência

Teaching methods and learning activities

1. Theoretical lecture: syllabus exposition, eventually using other activities (ex. short videos), to promote students’ participation and discussion. 2. Self-study and literature search and review of suggested readings to deepen and complement taught syllabus. 3. Evaluation: 2 tests of continuous evaluation or final exam. Each test comprises 2 questions for direct answer (5 points each) and 1 for development (10 points). Final exam comprises 4 questions for direct answer (3, 5 points each) and 1 for development (6 points). Direct answer questions evaluate specific contents and the development answer question evaluates the ability to demonstrate and articulate acquired knowledge and to critically analyse it. 4. Optional practical work (individually or in group up to 3 students) to apply syllabus preferentially to non-scientific texts (ex. do draw the intellectual and personality profile of a fictional character, to reflect on the social and political implications of his/her story).

keywords

Social sciences > Psychological sciences > Psychology > Differential psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Teste	70,00
Trabalho de campo	30,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	0,00
Estudo autónomo	54,00
Frequência das aulas	27,00
Trabalho de campo	0,00
Total:	81,00

Eligibility for exams

Attendance of the classes is not compulsory.

Calculation formula of final grade

1. 2 tests of continuous/distributed evaluation or final exam. Each test comprises 2 questions for direct answer (5 points each) and 1 for development (10 points). In case of failing or trying to improve the grade, a final exam may be done comprising 4 questions for direct answer (3, 5 points each) and 1 for development (6 points). 
2. Optional practical work (individually or in group up to 3 students) to apply syllabus preferentially to non-scientific texts (ex. do draw the intellectual and personality profile of a fictional character, to reflect on the social and political implications of his/her story). If the student chooses to do this work, it has the weight of 30% in the final grade (6 points). The classification obtained by distributed tests or final exam will thus weight 70%.

Examinations or Special Assignments

Optional practical work (individually or in group up to 3 students) to apply syllabus preferentially to non-scientific texts (ex. do draw the intellectual and personality profile of a fictional character, to reflect on the social and political implications of his/her story).

Special assessment (TE, DA, ...)

If there is a particularity that has proven to prevent the student to submit to the assessment provided for the majority of cases, a new type of assessment can be agreed (e.g. continuous assessment with performance of more practical work).

Classification improvement

The improvement of the final classification is possible by repeating final exam in one of the two seasons immediately following that in which approval was obtained.
It is not possible to improve the mark obtained in the practical work.