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Intelligence

General data

Course ID:	2500-PL-PS-FO4-04
Erasmus code / ISCED:	14.4 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0313) Psychology The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	Intelligence
Name in Polish:	Inteligencja
Organizational unit:	Faculty of Psychology
Course groups:	(in Polish) Fakultety ogólnoakademickie (in Polish) Psychologia Osobowości, emocji i motywacji oraz różnic indywidualnych
ECTS credit allocation (and other scores):	4.00 Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	Polish
Main fields of studies for MISMaP:	psychology
Type of course:	elective courses elective seminars optional courses
Prerequisites (description):	(in Polish) Brak wymagań wstępnych Kryteria naboru: Lurs dla lat II-V Pierwszeństwo zapisów
Mode:	Classroom
Short description:	During the course new theories and empirical findigs related to intelligence will be discussed.
Full description:
Learning outcomes:	(in Polish) - Znajomość współczesnego stanu wiedzy na temat inteligencji - Wiedza na temat metod pomiaru inteligencji - Wiedza na temat praktycznego znaczenia testów inteligencji - w szkole, pracy i życiu codziennym - Umiejętność oceny przydatności narzędzi do pomiaru inteligencji i wyników uzyskiwanych za ich pomocą - Umiejętność oceny rzetelności badań na temat inteligencji - Bycie świadomym społecznych konsekwencji diagnozy inteligencji

Classes in period "Summer semester 2023/24" (in progress)

Time span:	2024-02-19 - 2024-06-16	Selected timetable range: weekly course term Navigate to timetable MO TU W TH SEM FR
Type of class:	Seminar, 30 hours more information
Coordinators:	(unknown)
Group instructors:	Marcin Zajenkowski
Students list:	(inaccessible to you)
Examination:	Course - Grading Seminar - Grading
Full description:	During the course new theories and empirical findigs related to intelligence will be discussed.
Bibliography:	Nęcka, E. (2003). Inteligencja. Geneza, struktura, funkcje. Gdańsk: GWP. Deary, I. Intelligence. A very short introduction. Oxford: University Press. Rushton, J.P., Ankney, C.D. (1996). Brain size and cognitive ability: Correlations with age, sex, social class, arid race. Psychonomic Bulletin and Review, 3, 21-36. Arden, S., Gottfredson, L., Miller, G., Pierce, A. (2009). Intelligence and semen quality are positively correlated, 37, 277-282. Logie, R.H. (2011). The functional organisation and the capacity limits of working memory. Current Directions in Psychological Science, 20, 240-245. Gresham, F.M., Reschly, D.J. (2011). Standard of Practice and Flynn Effect Testimony in Death Penalty Cases. Intellectual and Developmental Disabilities, 49, 131-140. Deary, I., Gottfredson, L. (2005). Intelligence Predicts Health and Longevity, but Why? Current Directions in Psychological Science, 13, 1-4. Gustafsson, J. (2001). Schooling and intelligence: Effects of track of study on level and profile of cognitive abilities. International Education Journal, 4, 166-186. Lynn, R., Kanazawa, S. (2008). How to explain high Jewish achievement: The role of intelligence and values. Personality and Individual Differences, 44, 801-808. Lynn, R., Harvey, J., Nyborg, H. (2009). Average intelligence predicts atheism rates across 137 nations. Intelligence, 37, 11-15. Kanazawa, S. Why Liberals and Atheists Are More Intelligent. Social Psychology Quarterly, 73, 33–57. Turing, A. (1950). Computing Machinery and Intelligence. Mind, 49 433-460. Searle, J. (1984). Minds, Brains and Science: The 1984 Reith Lectures. Lecture 2 . Harvard:. University Press. von Stumm, S., Chamorro-Premuzic, T., Ackerman, P.L. (2011). Re-visiting intelligence- personality associations: Vindicating intellectual investment. In: T. Chamorro-Premuzic, S. von Stumm, A. Furnham (ed.), Handbook of individual differences. Chichester, UK: Wiley-Blackwell. Mayer, J., Salovey, P., Caruso, D. (2008). Emotional Intelligence. New Ability or Eclectic Traits? American Psychologist, 63, 503-517.

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