2020/2021
Personality and Individual Differences
Code: 102578 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2502443 Psychology | FB | 1 | 1 |
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.
Errata
In relation to evidence 4, where it says "of the last week before Christmas holidays" it should be said "of the week 15-17"
Contact
- Name:
- Lorena Chanes Puiggros
- Email:
- Lorena.Chanes@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- Yes
Teachers
- Ana Barajas Velez
- Irene Ramos Grille
- Elisabet Casellas Pujol
- Zaynab Ellayti Martin
- Gloria Marsellach Umbert
- Lorena Chanes Puiggros
- Eva Prats Varela
- Albert Diaz Martinez
Prerequisites
There are no prerequisites specifically established for this course, but it is highly recommended to take it simultaneously with the rest of courses that make up the first semester of the first year, especially History of Psychology and Foundations of Psychobiology I.
Objectives and Contextualisation
At the end of this course, the student must have achieved the following objectives:
GENERAL OBJECTIVES:
1) Know the different perspectives that co-exisit within the psychology of personality.
2) Identify the complementary and differential aspects of the different perspectives of the psychology of personality.
SPECIFIC OBJECTIVES:
1) Distinguish between the different perspectives of personality.
2) Relate the different authors with their corresponding theories.
3) Associate theory, evaluation and treatment for each perspective.
4) Understand the historical development of perspectives.
5) Assess the quality of the different perspectives.
Competences
- Analyse scientific texts written in English.
- Distinguish and relate the different focuses and theoretical traditions that have contributed to the historical development of psychology as well as its influence on the production of knowledge and professional practice.
- Evaluate, contrast and take decision on the choice of adequate methods and instruments for each situation and evaluation context.
- Recognise the diversity of human behaviour and the nature of differences in it in terms of normality abnormality and pathology.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
Learning Outcomes
- Analyse scientific texts written in English.
- Classify the main theoretical models that explain individual differences and personality.
- Evaluate different personality types.
- Identify and relate the personality traits of individuals.
- Identify assessment instruments in personality psychology.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
Content
Definition, field of study and methods of investigation in the study of personality
1) Introduction to the study of personality
2) Methods for the study of personality
3) Introduction to the assessment of personality
Theories and models in the psychology of personality
4) Introduction to the main perspectives in the psychology of personality
5) Dispositional perspective. Lexical model
6) Dispositional perspective. Factorial model.
7) Biological perspective.
8) Applied fields of the psychology of personality and individual differences.
Methodology
TEACHING METHODOLOGY:
Lectures
Description and application of personality assessment tests
Discussion and tutorials
FORMATIVE ACTIVITIES:
Analysis of personality assessment tools and techniques
Application of personality assessment techniques
Case studies
Group discussions
Scientific readings
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lectures | 27 | 1.08 | 2 |
| Practical sesions | 6 | 0.24 | 1, 3, 2, 4 |
| Seminars (small groups) | 18 | 0.72 | 3, 5, 4 |
| Type: Supervised | |||
| Tutorials | 7.5 | 0.3 | |
| Type: Autonomous | |||
| Article readings | 6.5 | 0.26 | 1 |
| Autonomous study | 82 | 3.28 |
Assessment
Assessment will consist of the following:
Evidence 1: Written test BLOCK A (40%). Week 10 (first assessment period)
Evidence 2: Written test + competence T01: reading and comprehension of a scientific article in English (40%). Week 18-19 (second assessemnt period)
Evidence 3: Seminars report (15%). Last week before Christmas holidays
Evidence 4: Peer-review (5%). In-class activity during the discussion seminar of the last week before Christmas holidays
Resit: Evidence 1 and/or Evidence 2
· The course will be considered passed when the weighted average of the continuous assessment (EV1+EV2+EV3+EV4) is 5.00 or higher
· If the weighted average of the continuous assessment is between 3.50 and 4.99, the student will be allowed to resit
· Students that have handed in at least one learning evidence with a weight equal to 4 points (40%) will be eligible for assessment. This means having handed in the EV1 or the EV2
· Students that have not handed any of the two main evidences (nor EV1 neither EV2) will be considered non-eligible for assessment.
· Resit: Students will be eligible for resit if the have handed in evidence with a weighting equal to or above 2/3 of the total grade (that is, having handed in both EV1 and Ev2) and have obtained a grade below 5.00 but equal to or above 3.50.
o EV1, EV2: Reassessment of the block or blocks failed.
o EV3, EV4: Non-reassessable
The gradeofthe reassessed evidence/s(resit) will replace the grade originally obtained and the weighted average will be recalculated the same way as that for the continuous assessment.
Those students having obtained the highest weighted average grades ofthe continuous assessment (EV1+EV2+EV3+EV4), with a minimum of 9.00, will receive honorary enrollment. If the number of honorary enrollment awarded under this criterion does not exceed the maximum, those students having obtained a grade between 8.00 and 8.99 who wish will be offered the possibility to opt for honor enrollment by doing a brief oral exam.
Weight
| Evidence code | Description | Weight | Format | Authorship | Mode |
| EV1 | Written test about the contents of Block A | 40% | Written | Individual | In-class |
| EV2 | Written test about the contents of Block B | 40% | Written | Individual | In-class |
| EV3 | Seminars report | 15% | Written | Collective | In-class |
| EV4 | Peer-review | 5% | Written | Collective | In-class |
No unique final synthesis test for students who enroll for the second time or more is anticipated.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| EVIDENCE 1 | 40% | 1.5 | 0.06 | 3, 2, 5, 4 |
| EVIDENCE 2 | 40% | 1.5 | 0.06 | 1, 3, 2, 5, 4 |
| EVIDENCE 3 | 15% | 0 | 0 | 3, 5, 4, 6 |
| EVIDENCE 4 | 5% | 0 | 0 | 3, 5, 4 |
Bibliography
Manual of reference:
Carver, C.S. & Scheier, M.F. (2016). Perspectives on personality. New York: Pearson.
Other manuals:
Larsen, R. J. & Buss, D. M. (2017). Personality psychology. New York: McGraw-Hill.
Zuckerman, M. (2005). Psychobiology of personality. Cambridge: Cambridge University Press.
Pueyo, A. A. (1996). Manual de psicología diferencial. Madrid: McGraw-Hill.
Ávia, M.D. y Sánchez-Bernardos, M.L. (1995). Personalidad: Aspectos cognitivos y sociales. Madrid: Pirámide.
Bermúdez, J., Pérez-García, A. y Sanjuán, P. (2003). Psicología de la personalidad: teoría e investigación. Madrid: UNED.
Brody, N. y Ehrlichman, H. (2000). Personality psychology: Science of individuality. New York: Pearson.
Cooper, C. (2002). Individual Differences. London: Arnold
Eysenck, H.J. (2017). The biological basis of personality. New York: Routledge.
Eysenck, H.J. y Eysenck, M. W. (1985). Personality and individual differences. New York: Plenum Press.
Fierro, A. (1996). Manual de psicología de la personalidad. Barcelona : Paidós.
Funder, D.C. (1997). The personality puzzle. New York: W.W. Norton & Company.
Liebert, R. y Langenbach, L. (1998). Personality. Belmont: Thomson Brooks/Cole Publishing Co
Matthews, G; Deary, I.J. & Whiteman, M. C. (2003). Personality traïts. Cambridge: Cambridge UniversityPress.
Pelechano, V. (1996). Psicología de la personalidad. Barcelona: Ariel.
Pervin, L.A. (2003). The science of personality. New York: Oxford University Press.
Phares, E.J. (1991). Introduction to personality. New York: HarperCollins Publishers.
Schultz, D. P. y Schultz, S. P. (2002). Theories of personality. Belmont: Wadsworth.
Zuckerman, M. (2005). Psychobiology of personality. Cambridge: Cambridge University Press.
Larsen, R. J. & Buss, D. M. (2017). Personality psychology. New York: McGraw-Hill.
Zuckerman, M. (2005). Psychobiology of personality. Cambridge: Cambridge University Press.
Pueyo, A. A. (1996). Manual de psicología diferencial. Madrid: McGraw-Hill.
Ávia, M.D. y Sánchez-Bernardos, M.L. (1995). Personalidad: Aspectos cognitivos y sociales. Madrid: Pirámide.
Bermúdez, J., Pérez-García, A. y Sanjuán, P. (2003). Psicología de la personalidad: teoría e investigación. Madrid: UNED.
Brody, N. y Ehrlichman, H. (2000). Personality psychology: Science of individuality. New York: Pearson.
Cooper, C. (2002). Individual Differences. London: Arnold
Eysenck, H.J. (2017). The biological basis of personality. New York: Routledge.
Eysenck, H.J. y Eysenck, M. W. (1985). Personality and individual differences. New York: Plenum Press.
Fierro, A. (1996). Manual de psicología de la personalidad. Barcelona : Paidós.
Funder, D.C. (1997). The personality puzzle. New York: W.W. Norton & Company.
Liebert, R. y Langenbach, L. (1998). Personality. Belmont: Thomson Brooks/Cole Publishing Co
Matthews, G; Deary, I.J. & Whiteman, M. C. (2003). Personality traïts. Cambridge: Cambridge UniversityPress.
Pelechano, V. (1996). Psicología de la personalidad. Barcelona: Ariel.
Pervin, L.A. (2003). The science of personality. New York: Oxford University Press.
Phares, E.J. (1991). Introduction to personality. New York: HarperCollins Publishers.
Schultz, D. P. y Schultz, S. P. (2002). Theories of personality. Belmont: Wadsworth.
Zuckerman, M. (2005). Psychobiology of personality. Cambridge: Cambridge University Press.