Intelligence and Personality Assessment

Code:

LP304

Acronym:

AIP

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2004/2005 - A

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Psychology Degree

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSI	147	Plano oficial a partir de 2001/02	3	6	13	-

Objectives

1) To elaborate strategies of psychological assessment having in mind the intervention planning;
2) To acquire theoretical perspectives and assessment methodologies, namely the critical use of psychological tests, reflecting on the multicultural contexts and the ethical implications of assessment;
3) To elaborate a practical work using what was learned during the classes.

Program

PART I – The context of psychological testing
1 – Functions and origin of psychological testing
2 – Nature and use of psychological testing
3 – Ethical and social implications of psychological assessment.

PART II – Principles of psychological assessment
1 – Methodological issues of interpretation and use of assessment results
2 – Metric properties of assessment methods: reliability, validity, item analysis
3 – Methodological issues of test construction.

PART III – Assessment of intellectual performance
1 – Contemporary models of intelligence
2 – Limits and new perspectives of intelligence assessment.
3 – Socio-cultural and cross-cultural issues
4 – Models of emotional intelligence
5 – Tests of intelligence: individual and group testing.
6 – Tests designed for specific population groups
7 – Critical discussion of intelligence assessment issues

PART IV – Ability assessment
1 – Assessment of multiple aptitudes
2 – Assessment in educational context
3 – Assessment in professional contexts
4 – Clinical assessment

PART V – Personality assessment
1 -Assessment approaches in personality theories
2 -Self-recording techniques
3 -Self-report methods and personality inventories
4 -The projective methods
5 -Theoretical foundations of projective methods: the concept of projection
6 -The response process in the Rorschach test.
7 -Personality assessment: limits, strength potential and ethical issues in cross-cultural and multicultural contexts.

Main Bibliography

ANASTASI, A. & URBINA, S. (2000) Testagem Psicológica (7ª ed.). Porto Alegre: Artes Médicas.
BORGES, I. (1986). Reflexões sobre a Avaliação Psicológica: Alguns Aspectos. Revista de Psicologia e de Ciências da Educação, 1, 115-123.
CRONBACH, L. (1977). Essentials of Psychological Testing. New York: Harper and Row.
ERDBERG, P. & EXNER, J. (1990). Rorschach Assessment. In G. Goldstein & M. Hersen (Ed.). Handbook of Psychological Assessment. New York: Pergamon Press.
EXNER, J. (1996). Critical Bits and the Rorschach Response Process. Journal of Personality Assessment, 67 (3), 464-477.
EXNER, J. E. (2003). The Rorschach: A Comprehensive System. Vol. 1: Basic Foundations and Principles of Interpretation. (4th Ed.). New York: Wiley.
GOLDEN, C. J., SAWICKI, R. F. & FRANZEN, M. D. (1991). Test Construction. In G. Goldstein & M. Hersen (Ed.) Handbook of Psychological Assessment. (2nd Ed.). New York: Pergamon Press.
HERSEN, M., KAZDIN, A. E. & BELLACK, A. S. (1991). The Clinical Psychology Handbook. (2nd Ed.) New York: Pergamon Press.
KAUFMAN, A. S. (1990). Assessing Adolescent and Adult Intelligence. Boston: Allyn and Bacon.
KAUFMAN, A. S. (2000). Tests of Intelligence. In R. J. Sternberg (Ed.), Handbook of Intelligence. Cambridge: Cambridge University Press.
LINDEMANN, J. & MATARAZZO, J. (1991). Assessment of Adult.Intelligence In G. Goldstein & M. Hersen (Ed.) Handbook of Psychological Assessment. (2nd Ed.). New York: Pergamon Press.
MAYER, J. D., SALOVEY, P. & CARUSO, D. (2000). Models of Emotional Intelligence. In R. J. Sternbereg (Ed.), Handbook of Intelligence. Cambridge: Cambridge University Press.
PERLMAN, M. & KAUFMAN, A. (1991). Assessment of Child Intelligence. In G. Goldstein & M. Hersen (Ed.) Handbook of Psychological Assessment. (2nd Ed.). New York: Pergamon Press.
PERVIN. L (1990). Handbook of Personality: Theory and Research. New York: The Guilford Press.
PIRES, A. (1987). O teste de Rorschach na avaliação psicológica: fundamentação, validade e estudo normativo na população portuguesa. Porto: F.P.C.E.-U.P.
ROAZZI, A. ; SPINILLO, G. & ALMEIDA, L. (1991). Definição e Avaliação da Inteligência: Limites e Perspectivas. In L. ALMEIDA (Ed.). Cognição e Aprendizagem Escolar. Porto:APPORT.
STERNBERG, R. J. (2000). Handbook of Intelligence. New York: Cambridge University Press.
WEINER, I. (1991). Theoretical Foundations of Clinical Psychology. In M. Hersen & col. (Ed.). The Clinical Psychology Handbook. New York: Pergamon Press.

Complementary Bibliography

ALMEIDA, L. (1987). Aspectos deontológicos na utilização das técnicas de avaliação psicológica. Comunicação apresentada na I Convenção da Associação Portuguesa de Licenciados em Psicologia. Porto.
CANTOR, N. & ZIRKEL, S.. (1990). Personality, Cognition and Purposive Behavior. In L. Pervin (Ed.). Handbook of Personality: Theory and Research. New York: The Guilford Press.
ELLENBERGER, H. (1989). The Life and Work of Hermann Rorschach (1884-1922). Society for Personality Assessment: Fiftieth Anniversary History and Directory, 1, 63-109.
EPSTEIN, S. (1990). Cognitive-Experiential Self-theory. In L. Pervin (Ed.). Handbook of Personality: Theory and Research. New York: The Guilford Press.
EXNER, J. & WEINER, I. (1995). The Rorschach: A Comprehensive System: Volume 3: Assessment of Children and Adolescents (2nd Ed.). New York: John Wiley & Sons.
EXNER, J. (1991). The Rorschach procedure. In The Rorschach: A Comprehensive System, Volume 2: Interpretation (2nd Ed.). New York: John Wiley & Sons.
EXNER, J. (1994). El Rorschach: Un Sistema Comprehensivo. Volumen 1: Fundamentos Básicos. (3ª Ed.). Madrid: Psimática.
GOLEMAN, D. (1995). Inteligência Emocional. Lisboa: Temas e Debates.
IVEY, A. (1982). Toward less the same: rethinking the assessment process. Measurement and Evaluation in Guidance, 15, 1, 82-86.
KORCHIN, S. & SCHULDBERG, D. (1981). The Future of Clinical Assessment. American Psychologist, 36, 10, 1147-1158.
MAHER, B. (1991). A Personal History Of Clinical Psychology. In M. Hersen & col. (Ed.). The Clinical Psychology Handbook. New York: Pergamon Press.
OZER, D. & REISE, S. (1994). Personality Assessment. Annual Review Psychology. 45: 357-388.
PALENZUELA, D. & BARROS, A. (Ed.) (1993). Modern Trends in Personality: Theory and Research. Porto:APPORT.
PERVIN, L. (1990). Personality Theory and Research: Prospects for the Future. In L. Pervin (Ed.). Handbook of Personality: Theory and Research. New York: The Guilford Press.
REUCHLIN, M. (1972). Clinique et Vérification. Bulletin de Psychologie, XXVI, 305, 10/11, 550-562.
RORER, L. (1990). Personality Assessment: A Conceptual Survey. In L. Pervin (Ed.). Handbook of Personality: Theory and Research. New York: The Guilford Press.
SAMI-ALI (1970). De la Projection (pp.193-262). Paris: Payot.
WESTEN, D. (1990). Psychoanalytic Approaches to Personality. In L. Pervin (Ed.). Handbook of Personality: Theory and Research. New York: The Guilford Press.
ZAZZO, R. (1968). Pour une critique véritable de la méthode des tests. In Conduites et Conscience. Paris: Delachaux et Niestlé.

Teaching methods and learning activities

Theoretical and pratical classes.

Evaluation Type

Distributed evaluation with final exam

Calculation formula of final grade

Theoretical exam weights 2/3 on the final grade and the practical work report weights 1/3.