First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP5070171, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course First cycle degree in
PS2192, Degree course structure A.Y. 2015/16, A.Y. 2019/20
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Department of reference Department of General Psychology
E-Learning website
Mandatory attendance No
Language of instruction English
Single Course unit The Course unit CANNOT be attended under the option Single Course unit attendance
Optional Course unit The Course unit is available ONLY for students enrolled in PSYCHOLOGICAL SCIENCE

Teacher in charge MARIO BONATO M-PSI/01

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/01 General Psychology 6.0

Course unit organization
Period First semester
Year 2nd Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 42 108.0 No turn

Start of activities 01/10/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2015 course timetable

Examination board
Board From To Members of the board
6 2019 01/10/2019 30/09/2020 BONATO MARIO (Presidente)
BORELLA ERIKA (Membro Effettivo)
CUTINI SIMONE (Membro Effettivo)
GRASSI MASSIMO (Membro Effettivo)
MIRANDOLA CHIARA (Membro Effettivo)
STABLUM FRANCA (Membro Effettivo)

Prerequisites: Concepts provided by the course "Basic Concepts of Psychology".
Target skills and knowledge: At the end of the course students should critically understand:
- the major approaches to the study of Personality from an individual differences perspective;
- how to compare the major approaches to the study of Intelligence from an individual differences at individual level;
- the experimental methods used to study individual differences, and more specifically intelligence and cognitive functioning at individual level;
- the added value that the study of individual differences can bring in different cognitive domains.
Examination methods: The final assessment (duration 1.5 hrs) will consist of a written exam with 4 open-ended questions (determining most part of the final score) and 4 multiple-choice questions.
Assessment criteria: Students will be evaluated according to their knowledge of the topics (teaching + book). Personal elaboration and critical view on the contents (e.g. pros and cons of each approahc) will be particularly appreciated.
Course unit contents: - Introduction to the study of individual differences in personality, intelligence and cognitive functioning; differences between nomothetic and idiographic approach.
- Personality (theory and practice).
- Intelligence (theory and practice).
- Limits of intelligence as a construct and theories of "hot" intelligence (e.g., emotional intelligence).
- Nature/nurture interaction (e.g., Are we genetically or environmentally determined?), evolutionary approach.
- Individual characteristics and their impact in everyday life.
- Individual specificities in cognitive functioning. Graphical representations of individual performance. Cognitive reserve.
-Lifelong impact of age and education on cognition.

- Individual differences with respect to: Optimism, Irrational beliefs, interpersonal relationships
Planned learning activities and teaching methods: - Frontal instruction will be complemented with participatory learning
- Small-group activities
- In-class workshops
Additional notes about suggested reading: Book chapters to be studied for the exam are number
1, 4 (only Rotter & Mischel), 5, from 7 to 15. Students are also asked to choose one "applied" chapter from 16th to 20th.

The exam will be based on the contents of book AND on the contents of the slides (available in moodle).
Scientific articles on the topics included in the program will also be made available in Moodle. Some of them will be labeled as "compulsory" and some as "optional".
Textbooks (and optional supplementary readings)
  • John Maltby, Liz Day, Ann Macaskill, Personality, Individual Differences and Intelligence (fourth edition). United Kingdom: Pearson Education Limited, 2017. available in Kindle. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Interactive lecturing
  • Working in group
  • Flipped classroom
  • Active quizzes for Concept Verification Tests and class discussions
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Gender Equality Reduced Inequalities