Cursos / 1º Ciclo / Institute of Psychology and Educational Sciences :: Psychology
PSICOLOGIA DO PENSAMENTO E DA INTELIGÊNCIA - 2023/2024
2º curricular year
Semestralidade: 2nd semester
ECTS: 6
Teachers
Leading Teacher: Prof. Doutora Mariana Sousa
Assistant Professor: Prof. Doutora Mariana Sousa
Class type and School hours
Prática Laboratorial : 1 Horas
Teórico-prática : 2 Horas
Teaching Language
Portuguese
Main Aims/Objectives
To frame intelligence and thought as part of the object of study of Psychology
To understand the different models and theories of intelligence
To define the concept of thought based on the psychological discourse
To relate the concept of thought with structural cognitive processes
Specific Aims/Objectives
To understand intelligence as a polysemic concept
To know and confront the different models and theories of intelligence
To define the concept of thought based on the psychological discourse
To relate the concept of thought with the concepts of knowledge, representation, and memory
To frame the concept of thought in the context of the processes of problem-solving, reasoning, and decision making
Skills to be acquired
To convene knowledge allowing for describing, differentiating, operationalizing, and critically analysing:
- intelligence as a polysemic concept and part of the object of study of Psychology
- the different models and theories of intelligence
- the concept of thought and its relation with the concepts of knowledge, representation, and memory
- the concept of thought in the context of the processes of problem-solving, reasoning, and decision making
Teaching Procedures
- Participated exposition of the contents
- Discussion in large group
- Analysis and discussion of papers
- Analysis and discussion of vídeos illustrating the programmatic contents
Programme
1. Intelligence
1.1. Concept/s of intelligence
1.2. Measures of intelligence
1.3. Theories and models of intelligence
1.3.1. Psychometric theories: C. Spearman´s general factor of intelligence theory; L. Thurstone´s primary mental abilities theory, J. Guilford´s theory on the intelligence structure; R. Cattell and J. Horn´s theory on fluid and crystallized intelligence; Carroll´s three-stratum model, A. Jensen´s theory on general factor of intelligence
1.3.2. Theories of information processing: R. Haier´s theory on intelligence and the metabolism of glucose, T. Nettelbeck´s theory on intelligence and inspection time; E. Hunt´s theory on the intelligence and lexical access; H. Simon´s theory on the intelligence and problem-solving, R. Sternberg´s theory on intelligence and problem-solving
1.3.3. Developmental theories: J. Piaget´s and L.Vygotsky´s theories on cognitive development
1.3.4. Contextual Theories: Sternberg´s hierarchical theory of intelligence; Gardner´s theory of multiple intelligences; the construct of emotional intelligence
1.4. Factors associated with intelligence
2. Thought
2.1. Concept of thought
2.2. Problem-solving
2.2.1. General problem-solving methods
2.2.2. Psychological perspective about insight
2.2.3. Obstacles to problem-solving
2.2.4. Aids to problem-solving
2.2.5. Expertise: knowledge and problem-solving
2.3. Problem-solving and creativity
2.3.1. Creativity: psychometric approaches, cognitive approaches, personality and motivational approaches, social, societal, and historical approaches, integrative approach
2.4. Reasoning and decision making
2.4.1. Judgment and decision making: theory of classical decision, satisficing, elimination by aspects, heuristics, and biases
2.4.2. Inductive and deductive reasoning
2.4.2.1. Deductive reasoning: conditional reasoning, syllogistic reasoning, and obstacles to aid deductive reasoning
2.4.2.2. Inductive reasoning: reaching causal inferences; categorical inferences, reasoning by analogy
Evaluation Type
Continuous assessment:
- Attendance of 70% of the classes
- Two written tests on the theoretical component of the course
- Group presentation on a theory of intelligence in the tutorial sessions
Final assessment:
- The students may choose to either submit themselves to a mid-term assessment at the end of the semester or take a final exam at the end of the school year.
Teaching Resources
Computer, projector, chart, scientific articles
Sustainability Objectives
Keywords
Psychology, intelligence, thought
Main Bibliography
Author | Eysenck, M., & Keane, M. |
---|---|
Title | Cognitive Psychology: A student´s handbook |
Edition | 7th |
Place | London |
Editor | Psychology Press |
Year | 2015 |
Author | Sternberg, R. (Ed.) |
Title | The Cambridge handbook of intelligence |
Edition | 2nd |
Place | New York |
Editor | Cambridge University Press |
Year | 2020 |
Author | Sternberg, R., & Sternberg, K. |
Title | Cognitive Psychology |
Edition | 7th |
Place | Boston |
Editor | Cengage Learning |
Year | 2017 |
Complementary Bibliography
Author | Almeida, L. |
---|---|
Title | Inteligência: Perspetivas teóricas |
Author | Gleitman, H., Reisberg, D., & Fridlund, A. |
Title | Psicologia |
Edition | 10ª |
Place | Lisboa |
Editor | Fundação Calouste Gulbenkian |
Year | 2014 |