Intelligence and IQ, 7.5 Credits

Contents

The course provides essential knowledge about the concept of intelligence and its significance from a broad differential-psychology perspective. Principal features of the present state and more than 150-year history of intelligence research are described, with central terms like psychometric intelligence, general intelligence (g), intelligence quotient (IQ), and cognitive ability. Students will become acquainted with the dominating models of psychometric intelligence and will discuss different definitions of intelligence. One main theme is validity and reliability, with respect to associations and causal relations between psychometric intelligence and outcomes, such as educational- and career success, physical and psychological health, and social relations. Another main theme is environmental and genetic factors that affect intelligence, and how they are related to the Flynn effect and its contrast; decreasing IQ in several countries. Critical arguments against both the concept of intelligence and its measurement are also discussed. The course is given in English

Expected learning outcomes

Knowledge and understanding
*    Demonstrate knowledge about the dominating models of intelligence and understanding about the division into general intelligence and specialized cognitive abilities
*    Be able to describe the factors that affect intelligence and their relative contributions, specifically in terms of behavioural genetic analyses of shared environment, unique environment, and genetic factors
*    Demonstrate an understanding of how intelligence is related to outcomes, such as educational attainment, career success, physical and psychological health, criminal behaviour, and quality of social relations
*    Be able to describe the dominating explanations for both decreasing and increasing intelligence across time and between generations that have been observed

Skills and ability
*    Demonstrate ability to identify appropriate types of intelligence tests for various research- and evaluation purposes
*    Demonstrate ability to apply the knowledge above to relevant societal issues and problems
*    Demonstrate ability to communicate in English within this scientific field

Evaluation ability and approach
*    Demonstrate ability to reflect on the meaning of intelligence for relevant societal issues and problems.
*    Demonstrate ability to interpret results from tests that measure intelligence
*    Demonstrate awareness about critical perspectives on intelligence both as a concept and as a method for measuring cognitive ability

Required Knowledge

90 credits psychology or cognitive science or equivalent. Proficiency in English equivalent to Swedish upper secondary course English B/6.

Form of instruction

The teaching consists of lectures and seminars. The student shall read the main textbook (Deary, 2001) before the first session, and should repeat and focus on the relevant literature before each forthcoming session, according to the study guide. These sessions will problematize, exemplify, and delve deeper into the information provided by the literature but will not, either than unintentionally, repeat any of this information. The right to receive teaching and supervision applies only during the time the course, for which the student is registered to, is ongoing. The course is given in English.

Examination modes

Fulfilment of the course goals is assessed with a written examination and written and oral individual presentations in association with seminars. The possible grades are Fail, Pass, and Pass with distinction. A pass requires at least 60 percent correct answers and completed written and oral presentations. Pass with distinction requires at least 80 percent correct answers and well performed written and oral presentations. Presence of examining elements should be indicated in the schedule. All existing teaching within the course can be examined. Decisions on any deviations from the current form of assessment will be made by the relevant examiner.

The grade for the course will be assigned when the written test and all mandatory elements are approved. Students are entitled to rewrite the same examination five times. Students who do not pass the regular examination should be provided an opportunity for further examination according to the University's "Regulations for tests and examinations at the undergraduate and graduate levels." A student who has failed two tests for a course or a part of a course is entitled to have another examiner appointed, unless there are specific reasons against it (HF 6 Chap. 22 §). Requests for new examiners are made to the head of the department of Psychology. Students have the right to be tested on the same curriculum as the regular examination at least two occasions up to two years after the first registration.

Supplementary re-examination is individually adjusted based on the goal or goals that the student has not reached and takes place at the earliest two weeks after the students have received their results and at the latest two months after the regular examination. Only students who have not received a passing grade are eligible to make revisions in order to pass the exam. Revisions are not allowed for those who have already received a passing grade.