Curricular Unit:Code:
Differential and Personality Psychology783PDFP
Year:Level:Course:Credits:
1UndergraduatePsychology6 ects
Learning Period:Language of Instruction:Total Hours:
Spring SemesterPortuguese/English78
Learning Outcomes of the Curricular Unit:
This curricular unit aims to give a conceptual and global framework, searching for development of knowledge, capacities and competencies on the Differential Psychology and Personality.
Skills/Competences to develop:
(i) Ability to describe and explain research studies and theories in the area of personality and differential psychology;
(ii) Analyse psychological differences framed in the context of differential development;
(iii) Apply and integrate the determinants of intra-individual differences, inter-individual and inter-group in the intervention strategies: family, school and work;
(v) Analyze and solve problems in the context of diagnosis and intervention in social contexts of differential development;
(vi) Ability to communicate interpersonal and intergroup;
(vii) Demonstrate an attitude of self-research and development-oriented.
Syllabus:
1st Unit - 1. Differential Psychology and Personality: Introduction. 1.1. Object and aim of Differential Psychology. 1.2. Origin and development of Differential Psychology 1.3. Methods of Differential Psychology
2nd Unit – 2. Intelligence. 2.1. Conceptualizations 2.2. Theoretical perspectives: Psychometric approach; developmentalist approach; cognitive approach; 2.3. Alternative studies of intelligence
3st Unit – 3. Personality 3.1. Personality Theoretical perspectives 3.2. Psychodynamic theories, Humanistic theories, Socio-cognitive perspectives. 3.3. Psychometric perspectives.
4st Unit – 4. Differences: origin and development 4.1. Individual and group differences 4.2. Contexts of social differential development: family, school and work 4.3. Personality and intelligence in education and at the workplace.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
1st unit - Syllabus contents focus on specific theoretical issues in the area of differential psychology and personality: thus meeting course objectives, namely: to understand and integrate concepts, models and theories of the conceptual framework of individual and group differences.
2st unit - Syllabus contents focus on specific theoretical issues in the area of intelligence, meeting the course objectives, namely: to integrate knowledge, abilities leading up to a conceptual analysis and sistematization; to demonstrate knowledge in individual and group differences of intelligence;
3nd unit - Syllabus contents focus on specific theoretical issues in the area of personality, meeting the course objectives, namely: to integrate knowledge, abilities leading up to a conceptual analysis and sistematization; to demonstrate knowledge in individual and group differences of personality.
4nd unit - Syllabus contents focus on the study of the origin and development of differences.
Teaching Methodologies (Including Evaluation):
Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debates and critical reflection. Assessment will be continuous and based on a written test, a practical essay, an oral presentation and work discussion, as well as the execution of theoretical and practical tasks in the classroom, including students’ participation and attendance.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
1st unit - Theoretical exposition of contents related to this study area; presentation and handling of materials used in differential psychology and personality; Individual and group debate of cases illustrating different problems that may potentially emerge in differential psychology and personality requests; 2st unit – Theoretical exposition of contents related to theoretical issues in the area of intelligence; Presentation and handling of materials used in intelligence theories; Case studies debates on the individual and group differences of intelligence (individual level, group level); Individual and group debate of cases illustrating the intelligence differences; 3st unit – Theoretical exposition of contents related to theoretical issues in the area of personality; Presentation and handling of materials used in personality theories; Case studies debates on the individual and group differences of personality (individual level, group level); Individual and group debate of cases illustrating the personality differences; 4nd unit - Theoretical exposition of contents for the study of the origin and development of differences and the impact of the contexts of social differential development: family, school and work; Presentation and handling of materials used in this domain; Debates on the contexts of social differential development.
Reading:
Almeida, L.; Guisande, M.A.; Ferreira, A. (2014). Inteligência: perspetivas teóricas. Coimbra: Almedina
Feist, J, & Feist, G. (2008). Teorias da personalidade. São Paulo: McGraw-Hill.
Goldstein, S. (2015). Handbook of Intelligence. NY: Springer.
Goleman, D. (2014). Inteligência Emocional: a teoria revolucionária que redefine o que é ser inteligente. Rio de Janeiro: Objectiva
Malykh, S. (2017). The role of personality traits and intelligence in academic achievement of Russian high school students. Procedia - Social and Behavioral Sciences, 237, 1304 – 1309.
Meldrum, R. C. et al (2019). Could peers influence intelligence during adolescence? An exploratory study. Intelligence 72, 28–34.
Pervin L. A. (2010). Handbook of personality. ISBN: ISBN 0-89862-430-4