9844 (v.5) Psychology 321 (Abilities)
| Area: | School of Psychology |
| Credits: | 25.0 |
| Contact Hours: | 3.0 |
| Lecture: | 1 x 2 Hours Weekly |
| Laboratory: | 1 x 1 Hours Weekly |
| Prerequisite(s): | 8512 (v.5) Research Methods 225 or any previous version
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| Syllabus: | Exploration of the scientific study of human intelligence. The validity of currently available measures of intelligence is critically examined with particular emphasis on the relation of such tests to adult competence in the workplace. Social and biological bases for individual differences in measured intelligence are studied and current trait models of intellectual structure are evaluated. |
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| Unit Outcomes: | On successful completion of this unit students will - Be able to define the concept of competence and describe the various forms that competent action takes in society, along with individuals' dispositions that promote competent behaviour and comprise motivational, emotional, social and practical 'intelligences'. Be able to give an informed critique of the content and form of current tests of intelligence. Be able to evaluate the criterion, validity and utility of current measures of cognitive ability. Be able to critically discuss the evidence for emotional and genetic effects on measured intelligence, and describe recent attempts to relate cognitive test performance to brain function. Be able to critically evaluate the major theories of intellectual structure. Be able to carry out and report a job description and specification, relating identified competencies to mental ability constructs in the psychometric literature. |
| Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information. |
| Unit References: | Bandura A., (2001), Social Cognitive Theory - An Agentic Perspective, Annual Review of Psychology, 52, 1-26. Cleveland H., Jacobson K., Lipinski J. and Rowe D., (2000) Genetic and Shared Environmental Contributions to the Relationship Between the Home Environment and Child and Adolescent Achievement. Intelligence, 28, 69-86. Deary I., Der G. and Ford G., (2001), Reaction Times and Intelligence Differences -A Population-Based Cohort Study. Intelligence, 29, 389-399. Gottfredson L., (1997), Why G Matters -The Complexity of Everyday Life. Intelligence, 24, 79-132. Hough L., Hanson M.and Oswald F., (2000), Personnel Selection - Looking Toward the Future, Remembering the Past, Annual Review of Psychology, 51, 631-664. Horn J.L.and Noll J., (1997), Human Cognitive Capabilities - Gf-Gc theory. In Flanagan D., Genshaft J., and Harrison P., (Eds.), Contemporary Intellectual Assessment - Theories, Tests and Issues, (pp. 53-91), NY, Guildford Press. Hunter J., (1986), Cognitive Ability, Cognitive Aptitudes, Job Knowledge and Job Performance, Journal of Vocational Behaviour, 29,340-362. |
| Unit Texts: | Cooper C., (1999), Intelligence and Abilities, London, Routledge. |
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| Unit Assessment Breakdown: | Examinations 60%. Project 40%. This is by grade/mark assessment. |
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 2 | Y | | | |
Current as of: February 2, 2004
CRICOS provider code 00301J
