Cursos / 1º Ciclo / Institute of Psychology and Educational Sciences :: Psychology

PSICOLOGIA DO PENSAMENTO E DA INTELIGÊNCIA - 2025/2026

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: Composite theories of intelligence by A. Binet and D. Wechsler; 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
3. Artificial Intelligence (AI) and its implications for the study of intelligence and thought
3.1. AI ´versus´ humans: potentials, limitations, and associated ethical aspects

Evaluation Type

Continuous Assessment
- Attendance (i.e., it is mandatory to attend a minimum of 70% of the classes)
- Two written tests during the semester

Summative Assessment
- A mid-term exam at the end of the semester, or
- A final exam at the end of the academic year

Teaching Resources

Computer, projector, chart, scientific articles

Sustainability Objectives

Keywords

Psychology, intelligence, thought

Main Bibliography

Complementary Bibliography