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Presentation
Presentation
This course aims to explore how the study of individual differences can be applied to the understanding of psychological concepts, namely the concepts of personality and intelligence. The aim of this course is to introduce classical and contemporary theories of personality and intelligence, to understand the processes of change/stability of personality and intelligence, and to critically analyze the methodological and ethical challenges in the study of individual differences in psychology.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 4
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Year | Nature | Language
Year | Nature | Language
2 | Mandatory | Português
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Code
Code
ULP608-22181
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
PC1: Conceptual, methodological and ethical aspects in the study of individual differences 1.1. Psychology and Individual Differences: scope 1.2. Methodological and ethical aspects in the study of individual differences 1.3. Psychological Assessment PC2: Personality 2.1 Definitions and concetual multiplicity 2.2. Personality development: stability and change; 2.2 Evolutionary, biological and psicosocial bases 2.4 Theoretical models of personality - Psychodynamic, humanistic and sociocognitive theories - Dispositional and structural theories (trait theory) - Narrative Theories - Current integrative models PC3: Intelligence 3.1 Definitions and concetual multiplicity 3.2 Theoretical models of intelligence - Psychometric, differential, cognitive and specific theories 3.3 Development of intelligence: stability and change 3.4 Biopsychosocial determinants of individual differences in intelligence
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Objectives
Objectives
LO1: Describe how the study of individual differences can be applied to the understanding of psychological concepts. LO2: Compare the main theories of personality and intelligence and their key concepts. LO3: Recognize the converging themes between classical and contemporary theories of personality and intelligence and evaluate the empirical evidence supporting these themes. LO4: Explain the processes of change / stability of personality and intelligence. LO5: Examine the biopsychosocial determinants of individual differences in personality, intelligence and other psychological processes / functions. LO6: Infer a critical positioning on the limitations / potentialities of the study of conceptual models and individual differences in personality, intelligence, and other psychological processes / functions. LO7: Critical analysis of methodological and ethical challenges in the study of individual differences in psychology.
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Teaching methodologies
Teaching methodologies
Different teaching methodologies (TM) will be used: exposition (TM1), small group activities in the classroom (TM2), video visualization (TM3), conceptual maps (TM4), quizzes (TM5), teacher and peer feedback (TM6) and bibliographic research (TM7). The course uses continuous evaluation, in face-to-face basis, implying presence in 75% of classes. The final classification results of: a) theoretical component - 1 written test (40%) and participation in a class debate (10%), b) practical component: written report regarding the psychological assessment of personality and intelligence (50%). Maintaining continuous evaluation condition requires a classification of not less than 9.5 values across all components. Students who are not approved in the continuous evaluation will have a final written exam to the applicable component (100%).
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References
References
Almeida, L., Guisande, M., & Ferreira, A. (2009). Inteligência: Perspectivas teóricas. Coimbra: Almedina. John, O., & Eng, J. (2015). Three approaches to individual differences in affect regulation: Conceptualizations, measures, and findings. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 321-345). New York, NY: Guilford. Schultz, D. P, & Schultz, S. E. (2016). Theories of personality. Boston, MA: Cengage Learning. Staudinger, U., & Bowen, C. (2010). Life-span perspectives on positive personality development in adulthood and old age. In R. Lerner, M. Lamb & A. Freund (Eds.), The handbook of life-span development (Vol. 2, pp. 254-297). Hoboken, NJ: Wiley. Sternberg, R. (Ed.) (2018). The nature of human intelligence. New York: Cambridge University Press. Zeigler-Hill, V., & Shackelford, T. (2018). The SAGE handbook of personality and individual differences. London: Sage.
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Assessment
Assessment
Pretende-se que a UC tenha uma modelidade de avaliação contínua, em regime presencial, com a presença obrigatória em pelo menos 75% das aulas práticas.
Esta modalidade envolverá as seguintes componentes:
- Componente teórica: Teste de avaliação escrito (50%) e participação em debate em sala de aula (10%);
- Componente prática: Dois relatórios de aplicação de instrumentos de avaliação (25% cada).
A classificação em cada uma das componentes de avaliação não poderá ser inferior a 9.5 valores. Por
se considerar uma unidade curricular de carácter maioritariamente prático, cuja frequência é
indispensável para o desenvolvimento de competências profissionais basilares, a avaliação final nãobeneficia de ser apenas por exame final.
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Mobility
Mobility
Yes
