Lancaster University

The module will provide students with an understanding of current thinking into the nature of human personality covering both the "normal" and the "abnormal" ranges and the conceptualisation of intelligence.  Throughout there will be an emphasis on the impact of these concepts on the process of learning, particularly learning within school contexts.

Block 1: Theories of personality; the impact of nature and nature on the development of personality; the relationship between personality, learning style and attainment; personality assessment.

Block 2: Theories of intelligence; the assessment of IQ; the relevance of IQ to educational attainment; the role of nature and nature in the development of IQ; the construction and use of IQ tests.

Students will be able to understand and engage in debates concerning the nature of personality and intelligence and the role of these two key concepts in the determination of attainment levels within the education system. Students will also be able to understand the strengths and weaknesses of data gathered from the use of standardised instruments and will be able to engage in debates concerning the relevance of psychometric approaches to the study of both personality and intelligence. As with PINE 302 the module provides an opportunity for students to acquire an understanding of the practice of educational psychology.

Second year students will choose the essay topic from a preset list of topics. Final Year students will determine their own essay topic.

Students will be marked against expectations for their level of study

 

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Avramidis, E., Bayliss, P., & Burden, R. (2000). A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational psychology, 20(2), 191.

Bines, H. (2000). Inclusive Standards? Current developments in policy for special educational needs in England and Wales. Oxford review of education, 26(1), 21.

Croll, P., & Moses, D. (1998). Pragmatism, ideology and educational change: The case of special  educational needs. British Journal Of Educational Studies, 46(1), 11-25.

Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). New York: Harper and Row.

Gardner, H., Kornhaber, M., & Wake, W. (1996). Intelligence: Multiple perspectives. Fort Worth: Harcourt Brace.

Howe, M. J. A. (1997). IQ in question. London: Sage.

Kaplan, R. M., & Saccuzzo, D. (1997). Psychological testing: Principles, applications and issues (4th ed.). Belmont, CA: Wadsworth.

Liebert, R., & Liebert, L. I. (1998). Personality: Strategies and issues (8th ed.). Belmont, CA: Wadsworth.

Mischel, W. (1999). Introduction to personality (6th ed.). Fort Worth: Harcourt Brace.

Pervin, L. A. (1996). Personality: Theories and research (7th ed.). New York: John Wiley.

Richardson, K. (2002). What IQ tests test. Theory and Psychology, 12.

Rutter, M. (2002). Nature, nurture, and development: from evangelism through science toward policy and practice. Child Development, 73, 1-21.

Sternberg, R. J., & Grigorenko, E. (Eds.). (1997). Intelligence, Heredity and Environment. Cambridge: Cambridge University Press.

Wachs, T. (2000). Necessary but not sufficient: the respective roles of single and multiple influences on individual development. Washington, DC: APA.

BSc Hons Psychology in Education