Differential Psychology

Code:

LP201

Acronym:

P.DIF

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2005/2006 - 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	152	Plano oficial a partir de 2001/02	2	6	10	-

Objectives

1. Providing basic knowledge on the study of psychological differences between individuals
and groups and their determinants;
2. Promoting awareness of the evolution of knowledge in this area;
3. Developing the ability of critical evaluation of the information available based on the knowledge of quality criteria for research in this domain.

Program

Introduction: object, objective, origin, method, evolution.

1st Part: Psychological differences

Chapter I - Intelligence: concept definition.
1. Intra- and interindividual differences: psychometric and cognitivistic perspective.
2. Differences between groups: social and sexual status.
3. Evolution with time: evolution with age and generation gap.

Chapter II - Personality: concept definition; personalism/situationism.
1. Intra- and inter-individual differences: typologies, psychometric and cognitive perspectives.
2. Differences between groups: sex, social status (e.g.: agressiveness, dominance-sumission).
3. Cognitive styles: integrative perspective (e.g.: field dependence-independence, "mental self-government").

Chapter III - Motivation: concept definition.
1. Inter-individual differences: motivation theories - evolution, ojectives and results.
2. Differences between groups: sex and social status.

2nd Part: Sources of differences.

Chapter IV - Biological factors.
1. Heredity - genetic and cerebral structures influences on intellectual and personality features: main results.

Chapter V - Family background: methodological specificity.
1. Educational practices: interindividual differences and differences between groups.
2. Impact on the psychological development.

Chapter VI - School environment.
1. General influences.
2. Preschool education: intellectual and personality development.
3. Compulsory schooling: teaching structures; educational relationship - impact on motivation; representations; performances.
4. School-family relationship: family participation programs.

Main Bibliography

COWAN, P & HETHERINGTON, E. (1991). Advances in family research. Hillsdale, NJ: Erlbaum.
EAGLY, A. H. (1987). Sex differences in social behaviour. Hillsdale, NJ: Erlbaum.
HUTEAU, M. (1985). Les conceptions cognitives de la personnalité. Paris: PUF.
REUCHLIN, M. (1991). Les différences individuelles à l'école. Paris: PUF.
European Bulletin of Cognitive Psychology (1990), nº 10, (special issue on genetic and behaviour).
STERNBERG, R. J. (1985). Beyond I. Q. - A triarchic theory of human intelligence. Cambridge: Cambridge U. P.
WEINER, B. (1992). Human motivation: Metaphors, theories and research. London: Sage.

Complementary Bibliography

HALPERN, D. F. (1986). Sex differences in cognitive abilities. Hillsdale: Elrbaum, 45-66.
HARTER,S. (1983) Developmental perspectives on the self-system. In P.M. Mussen (Ed.) Hanbook of Child Psychology, NY: Wiley, 305-309, 314-316.
MACCOBY, E. E. (1992). The role of parents in the socialization of children: an historical overview. Developmental Psychology, 28, 1006-1017.
NEISSER, U., BOODOO, G., BOUCHARD, T.J., BOYKIN, A.W., BRODY, N., CECI, S.J., HALPERN, D.F., LOEHLIN, J.C., PERLOFF, R., STERNBRG, R.J. & URBINA, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.

Teaching methods and learning activities

Theoretical and practical lectures.
Practical lectures: participation in a short research project which requires coordination, information exchange and cooperation between the working groups.

Evaluation Type

Distributed evaluation with final exam

Eligibility for exams

Frequency attaining of the practical component: 75 % of the fixed practical lectures.
The final classification will only be published after the student has been evaluated in both components (theoretical and practical).

Calculation formula of final grade

The final classification results of the weighed mean of the "theoretical" grade (75%) and the "practical" grade (25%). However, a “theoretical” classification lower than 7 points (on 20 points scale) demands the repetition of the theoretical exam, independently of the obtained "practical" classification, and vice-versa (a “practical” classification lower than 7 points demands the repetition of the practical assignments, independently of the obtained “theoretical” classification).

Examinations or Special Assignments

Activities report (1st semester) and scientific article or poster and activities report (2nd semester).

Classification improvement

General norms for classification improvement.

Observations

If the student takes the theoretical exam in subsequent years, the contribution of the "practical" grade for the final classification will be the same as decided in the year he/she has done the practical assignments.