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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. 

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 seminars, partly based on students' questions and reactions to the course literature. These teacher-led sessions will problematize, exemplify, and delve deeper into the information provided by the literature. The right to receive teaching and supervision applies only during the time that the course, for which the student is registered to, is ongoing. 

Examination modes

Fulfilment of the course goals is assessed with an individual oral examination.

The course will be graded Pass (G), Pass with Distinction (VG), or Fail (U). A pass requires a pass at the oral examination. Pass with distinction requires a pass with distinction in the oral examination.  

Students are entitled to 5 examinations. For students who have not passed the regular examination, additional examination opportunities will be arranged in accordance with the University's Regulations for Grading and Examination, FS 1.1-574-22. A student who has failed an examination twice for a course or part of a course has the right to request a different examiner, unless there are specific reasons against it (HF Chapter 6, Section 22). Requests for a new examiner should be addressed to the Head of the Department of Psychology. Students have the right to be examined under the same syllabus as the original examination at least twice within two years after their initial registration. 

The provisions of the Discrimination Act (2008:567) include requirements for universities to offer the possibility of adapted examinations or alternative forms of examination. Deviations from the syllabus's examination form may be made for a student with a decision for pedagogical support due to a disability. 

The examiner may decide on deviations from the syllabus's examination form. Individual adjustments to the examination form must be considered based on the student's needs. The examination form is adapted within the framework of the course's expected learning outcomes. A student requiring an adapted examination must request the adjustment from the responsible department no later than 10 days before the examination. The examiner decides on the adapted examination, and this decision is communicated to the student.