Module PSYS2171: DIFFERENTIAL PSYCHOLOGY

Department: PSYCHOLOGY (APPLIED PSYCHOLOGY) [Queen's Campus, Stockton]

PSYS2171: DIFFERENTIAL PSYCHOLOGY

Prerequisites

• Level 1 core modules.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To consider the different approaches to understanding personality and intelligence and to introduce students to the main issues and debates in these areas.
• To provide understanding of psychometric tests and skills in their administration and design.

Content

• This module provides students with an understanding of the many different approaches to personality and intelligence, and trains students in skills necessary for the administration and design of psychometric instruments.
• Students acquire knowledge relating to the major theoretical approaches to personality and intelligence.
• They will develop understanding of the most important issues in personality and intelligence research, with a particular emphasis on the role of genetics and environment.
• They also develop practical knowledge of the issues, surrounding measurement of psychological variables and basic skills in the administration and design of psychological tests.
• Students are expected to analyse data from psychometric instruments in order to interpret and improve their reliability, validity and structure and also present computer generated output of such information in an acceptable form.

Learning Outcomes

• By the end of the module students should be able to discuss the main approaches taken to personality theory and to be able to compare them in terms of their strengths and weaknesses.
• They should be familiar with the main issues and debates concerning the nature of intelligence and be able to discuss them in an informed manner.
• In addition to their theoretical understanding, students should have a practical knowledge of the issues surrounding measurement of psychological variables and should be able to demonstrate basic skills in the administration and design of psychological tests.

• Students passing this module should be able to:
• Demonstrate an understanding of the relationship between theory and data and an ability to critically evaluate concepts and theories in differential Psychology using empirical evidence.
• Analyse and evaluate data from psychometric instruments using statistical computing software.

• Students passing this module should be able to demonstrate:
• Competence in written communication skills (demonstrated by psychometric report writing and essay writing).
• Competence in data analysis.
• The ability to organise and utilise knowledge to form arguments.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student acquisition of knowledge of work on personality and intelligence and the bases of psychometric testing is guided by lectures and supplemented by reading.
• Skills in the use of psychometric tests are acquired in the practical sessions.
• This knowledge will be assessed in the formative and summative assessments, and the written examination. The examination and one formative assessment will be essay-based, providing students with the opportunities to demonstrate their abilities to organise, review and evaluate evidence and theory, to provide critical appraisal, and to contrast theoretical positions. Feedback on progress in acquiring knowledge in the module is provided in the formative assessment. The summative psychometric test report and the other formative assignment assess the students skills in using and interpreting psychometric test instruments.
• Understanding of the relationship between theory and evidence is supported directly by the lecture content and practical activities that encourage students to interpret evidence theoretically, and to compare competing theoretical accounts. The development of students??? skills in this domain is assessed in the formative essay, and in the examination.
• Abilities to reason scientifically and to effectively retrieve, locate, organise and use information is facilitated by the preparation for seminars and assessment activities, and by the feedback from the formative assessment. Scientific reasoning and organisation of written material is assessed in the formative essay and in the examination.
• The skills involved in preparing psychometric test reports to a satisfactory standard are supported by the practical activities and feedback from the formative test assessment.
• A key component in the preparation of formative essays is the acquisition of adequate word processing skills. Feedback is providing regarding the adequacy of these skills where necessary.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One exam length essay on either personality or intelligence. One formative test report (results section only).

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University