Intelligence and Reasoning

Presentation

The UC Intelligence and Reasoning helps to understand how individuals develop cognitively, in the dimensions¿ intelligence, reasoning and creativity. Considering the importance of selective adaptation to the different contexts of life and the need for intervention among individuals, the UC aims to alert to a more comprehensive and eclectic view of intelligence, in which the sense of efficiency and personal fulfilment goes through the plasticity and adequacy of the characteristics certain personal and professional roles. It aims to promote the vision of an effective intelligence, surpassing the hegemony of analytical intelligence, meeting the creative, practical and emotional intelligences. Thus, this comprehensive view of intelligence emerges as useful to clinical, educational, social or organizational psychologists who can intervene in the sense that everyone can realize his / her maximum potential, in the adequacy of the characteristics proper to those of their life contexts.

Part of this Programme

Psychology

Level of Qualification|Semesters|ECTS

| Semestral | 5

Year | Type of course unit | Language

1 |Mandatory |Português

Code

ULHT35-15394

Recommended complementary curricular units

Students must have a good knowledge of the English language in its written and spoken form.

Prerequisites and co-requisites

n/a

Professional Internship

Não

Syllabus

1. Introduction

1. Myths and implicit theories
2. Preliminary, historical and epistemological considerations

2. General psychological perspectives on cognitive development

1. Psychometric Approaches
2. Cognitivist Approaches to Information Processing
3. Deductive and inductive reasoning
4. Visual-spatial reasoning
5. Mental schemas and models
6. Multiple Intelligences
7. Piagetian Constructivist Approach

3. Intellectual development

1. Neuro-psychological aspects
2. Social factors
3. Developmental approaches (life cycle)

4. Intelligence, reasoning and creativity

1. Differences between sexes and ethnic groups
2. Models of giftedness
3. The intelligence / creativity interaction
4. Creativity and psychopathology

Objectives

• Analyse the presence and importance of the implicit theories about intelligence, reasoning and creativity
• Reflecting on the epistemological principles underlying the theoretical perspectives and conceptual models around reasoning, intelligence and creativity, as well as the corresponding models of empirical research in these areas
• Evaluate the relevance of an eclectic view on intelligence in the process of selecting life contexts and adapting the characteristics of these contexts
• To develop skills of analysis and characterization of aspects related to intelligence, reasoning and creativity, of oneself and others, namely at levels of giftedness
• Justify forms of intervention for the development of the individual's intelligence and creativity and their adaptation to the different contexts of life
• Develop autonomous work capacities, systematization of information, presentation and discussion of observation results.

Teaching methodologies and assessment

Theoretical lectures, thesis-antithesis-synthesis dialectical method; scientific articles / videos, reflection activities and personal development. Practical classes - analysis of observation methodologies and characterization of various intelligences and creativity, role-play and measures to promote and adapt to different life contexts. Works tutoring. Assessment modalities: 1. Continuous assessment: presence in classes is mandatory. Final classification results from weighting: (i) Written test (weighting 70%); (ii) Work (weighting 30%). The work will have group and individual weighting (50% each). The appeal period, in person, consists of a written exam (weighting 100%), which will focus on all theoretical and practical content. In any of the modalities, approval requires a minimum grade of 10 points. 

References

Gardner, H. (2012). Frames of mind. The theory of multiple intelligences. Porto NY. Basic Books.

Goldstein, E. B. (2011). Cognitive psychology: Connecting mind, research and everyday experience. Belmont: Wadsworth.

Ibérico Nogueira, S., Almeida, L., & Lima, T. S. (2017). TTT- Two Tracks of Thought: A structural model of the Test for Creative Thinking-Drawing Production (TCT-DP). Creative Research Journal, 29(2), 206-211. doi: 10.1080/10400419.2017.1303312

Ibérico Nogueira, S., Almeida, L., Garcês, S., Pocinho, M., & Wechsler, S. (2015). The Style Troika Model (STM). A structural model of the thinking and creating styles scale. Journal of Creative Behavior, 0(0), 1-19. doi. 10.1002/jocb.81

Runco, M. A. (2012). The creativity research handbook. NY: Hampton Press.

Sternberg, R. J., Sternberg, K., & Mio, J. (2011). Cognitive psychology. Belmont: Wadsworth.

Office Hours