Dr. Lazar Stankov (Mungo MacCallum Rm S474)

Dr. Richard Roberts (Badham 408)

Aims: To provide an overview and critical platform to evaluate recent studies of individual differences in human cognitive abilities and intelligence.

Lecture 1: General factor theories: C. Spearman’s and G .Thomson.

Lecture 2: Hierarchical theories: Gf/Gc theory and J. B. Carroll.

Lecture 3: The nature of Gf and Gc processes.

Lecture 4: Memory processes of SAR and TSR.

Lecture 5: Perceptual processes in the visual modality.

Lecture 6: The discovery of broad auditory function (Ga).

Lecture 7: Perceptual processes in the tactile/kinesthetic modalities.

Lecture 8: Resurgence of neo-Spearmanian views.

Lecture 9: Mental speed within the hierarchical theories of intelligence.

Lecture 10: Issues in the measurement of mental speed.

Lecture 11: Varieties of mental speed constructs.

Lecture 12: Mechanisms of the speed/intelligence relationship.

Lecture 13: Elementary cognitive processes and intelligence

Lecture 14: The role of cognitive strategies and cognitive styles in intelligence.

Lecture 15: Capacity theories and intelligence: Working memory.

Lecture 16: Capacity theories and intelligence: Attentional resources

Lecture 17: The role of cognitive complexity in intelligence I.

Lecture 18: The role of cognitive complexity in intelligence II.

Lecture 19: Physical properties of the organism and intelligence.

Lecture 20: EEG and PET studies of intelligence

Lecture 21: Recent findings in the genetics of intelligence.

Lecture 22: Life-span development and intelligence.

Lecture 23: Relationship between personality and intelligence: Personality traits (Roberts).

Lecture 24: Relationship between personality and ability traits (Roberts).

Lecture 25: Confidence judgments in studies of intelligence.

Lecture 26: Is there an emotional intelligence?

There is no single text for this course. The following material (listed in order of importance) is available in the Closed Reserve section of Fisher Library:

1. Brody. N. (1992) Intelligence, 2nd edition New York: Academic Press.

2. Horn, J. L. & Noll, J. (1994) "A system for understanding cognitive capacities: A theory and the evidence on which it is based." In D. K. Detterman (Ed.) Current Topics In Human Intelligence: Vol 4. New York: Academic Press.

3. Stankov, L., Boyle, G., & Cattell, R.B.,(1995) "Models and paradigms in intelligence research". In D. Saklofske and M. Zaidner (Eds) International Handbook of Personality and Intelligence. Plenum Publishing Corporation.

4. Ackerman, P. L., Kyllonen, P. C. & Roberts, R. D. (1998). The Future of Learning and Individual Differences Research: Processes, Traits, and Content Determinants. Washington, DC: American Psychological Association.

At the end of the course, students will be able to:

1. Understand basic features of contemporary theories of cognitive abilities and intelligence;
2. Understand the main findings in studies linking mental speed to intelligence;
3. Understand the main findings in studies of the biological bases of intelligence;
4. Understand the main findings in studies examining the cognitive correlates of intelligence;
5. Understand the main findings in studies linking personality and intelligence;
6. Understand the main findings in studies of the genetics of intelligence;
7. Critically evaluate contemporary research in human abilities and intelligence.

In accordance with the assessment procedures for Psychology 2, meritorious performance in this unit of study will involve: (i) a sound understanding of the conceptual aspects of the theories about the structure of cognitive abilities developed this century; AND (ii) reading the recommended references in order to further this understanding, AND (iii) an ability to question and critically evaluate the various theories and findings in the area of cognitive abilities.

Satisfactory performance in this unit will involve: (i) a broad understanding of each of the theories and approaches covered, AND (ii) some reading of the recommended references in order to further this understanding.

The Individual Differences component of this course will be assessed by a 90 mins. short-answers exam and tutorial quizzes. The exam questions (60%) will address teaching outcomes listed above. The tutorial quizzes (40%) will draw on readings and material covered in tutorials.