EPSY 315 : Intelligence and its parameters

Department

Department of Educational and Psychological Sciences

Academic Program

Bachelor in Education and Psychology

Type

Compulsory

Credits

02

Prerequisite

EPSY 302

Overview

The concept of intelligence: The concept of intelligence in Greek philosophy, in empiricism, among the owners of the theory of queens, among biologists, among physiologists. Definitions of intelligence psychologists. Intelligence coefficient and its characteristics, factors affecting the intelligence coefficient. Intelligence tests and their evolution throughout history. Classification of intelligence tests: Classification of intelligence tests according to their types: time test, method of performing the test, subject test, subject test and method. Continue Classification of IQ Tests: Classification of IQ tests according to their content: verbal tests, non-verbal tests. Individuality and association, the difference between them and examples of them. Classification of IQ tests according to their results. Intelligence Theories: IQ Tests Sections. Uses of IQ and mental abilities tests in schools, academic achievement and intelligence. Multiple intelligence in the classroom.

Intended learning outcomes

1. The student should know the test and scale and the difference between them.

2. The student should mention the types of tests and standards.

3. The student should mention the importance of using psychological tests and measures

4. The student should list the areas of use of psychological tests and measures.

5. The student explains the ethical charter for the use of psychological and educational tests and measures.

6. The student should review the scientific conditions for the application and correction of the tests - and the interpretation of the test scores.

7. The student should explain in detail the tests of intelligence and mental abilities, measuring special preparations, measuring tendencies, measuring personality, measuring tendencies.

8. The student should compare the concept of the test and the scale.

9. The student should determine the importance of studying the types of tests and measures.

10. Analyze the importance of using psychological tests and measures.

11. The student should conclude the most important areas of use of psychological tests and measures.

12. The student should analyze the concept of the ethical charter for the use of psychological and educational tests and measures.

13. The student should discuss the scientific conditions for the application and correction of tests - and the interpretation of test scores.

14. The student should analyze intelligence and mental abilities tests, measure special preparations, measure tendencies, measure personality, measure tendencies.

15. The student should design a visual presentation in which he explains the concept of the test and the scale.

16. The student must submit a worksheet in which he mentions the types of tests and standards.

17. The student should design a slide show in which he addresses the uses of psychological tests and measures.

18. The student should use the computer to prepare a worksheet dealing with the areas of using psychological tests and measures.

19. The student should describe in a visual presentation the ethical charter for the use of psychological and educational tests and measures.

20. The student should try to design a measurement tool according to scientific conditions

21. The student should follow the tests of intelligence and mental abilities through specialized websites and then train with practical applications.

22. Communicate and interact with others and form a positive idea of oneself.

23. Turnout, ability to speak orally, positivity and teamwork

24. Dealing with ethical rules

25. Ability to diagnose problems and find solutions.

The ability to track new developments in his field of specialization through website

Teaching and learning methods

· . Lecture

· Brainstorming

· Collaborative Learning

· Present examples and problems during the lecture.

· The use of semi-internet in enhancing the content of the article.

· Participation and discussion of students during the lecture.

· Assigning students assignments.

Methods of assessments

Written test (multiple-select-closed-book-or closed-question written test (open book-mix)

· Oral test

· Continuous Constructive Assessment (Periodic)

· Scientific activities (e.g. writing a report or presenting an exhibition)

· Discussions

Practical test

Course Content

The week

Scientific topic

1

The concept of intelligence: The concept of intelligence in Greek philosophy, in empiricism, among the owners of the theory of queens, among biologists, among physiologists. Definitions of intelligence psychologists.

2

Intelligence coefficient and its characteristics, factors affecting the intelligence coefficient

3

Intelligence tests and their evolution throughout history

4

Classification of intelligence tests: Classification of intelligence tests according to their types: time test, method of performing the test, subject test, subject test and method.

5

First midterm exam (two hours)

6

Continue Classification of IQ Tests: Classification of IQ tests according to their content: verbal tests, non-verbal tests. Individuality and association, the difference between them and examples of them.

Classification of IQ tests according to their results.

7

Intelligence Theories: Spearman's Theory

8

Thorndike's theory

9

Thurston's theorem

10

Second midterm exam (two hours)

11

Guilford's theorem

12

Theory of Multiple Intelligences

13

Sectarian capabilities

14

Sections of intelligence tests, uses of intelligence tests and mental abilities in schools, academic achievement and intelligence. Multiple intelligence in the classroom

15-16

Final Exam

Total

References

Reference title

Publisher

Published

Author

Country of publication

Multiple intelligence in the classroom

Dar Al Masirah

2010

Muhammad Bakr Nofal

Oman

The psychology of individual differences in intelligence

Dar Al Masirah

2016

Suleiman Al-Khudari Alsheikh

Oman

Educational Psychology Theory and Practice

Dar Al Masirah

2018

Shafiq Falah Alawneh

Oman

Quranic Studies 1 (AR101)
Arabic language 1 (AR103)
Fundamentals of Education (EPSY101)
computer 1 (CS100)
General English1 (EN100)
General Psychology (EPSY 100)
The Basics of Scientific Research (EPSY 111)
communication skills (EPSY 112)
Emotional and Moral Education (EPSY 113)
Quranic studies2 (AR102)
Philosophy of education (ُُEPSY 123)
Developmental Psychology (EPSY 203)
General Teaching Methods (EPSY 201)
Physiological psychology (EPSY 122)
General English2 (EN101)
Arabic language 2 (AR104)
Computer 2 (CS101)
School violence psychology (EPSY 121)
Basics Of Curriculums (EPSY 202)
Psychology for Especial Groups (EPSY211)
Arabic language 3 (AR105)
Psychology of motivations and emotions (EPSY 214)
Psychology schools (EPSY 213)
Educational Psychology (EPSY 200)
Social Psychology (EPSY 212)
Psychology of Play (EPSY 221)
Research Methods (EPSY301)
Arabic language 4 (AR106)
Learning Difficulties (EPSY 222)
Curriculum Development (EPSY 223)
Psychology of Personalities (EPSY 224)
Contemporary educational trends (EPSY 225)
Measurements and Evaluation (EPSY 302)
Psychological Health (EPSY 401)
Teaching learning Aids (EPSY 303)
Special teaching methods (EPSY 311)
Educational and psychological texts and terms (EPSY 312)
Linguistic psychology (EPSY 313)
Educational descriptive statistics (EPSY 314)
Intelligence and its parameters (EPSY 315)
The psychology of individual differences (EPSY 322)
Education Technology Applications (EPSY 328)
Research Hall in Education and Psychology (EPSY 327)
Inferential Statistics (EPSY 326)
Teaching Ethics (EPSY 325)
Thinking Skills (EPSY 324)
Diagnostic Tests and Scales (EPSY 323)
Learning Theories (EPSY 321)
Teaching applications (EPSY 411)
Positive Psychology (EPSY 412)
Cognitive Psychology (EPSY 413)
School Management (EPSY 414)
Graduation Project (EPSY 416)
Educational guidance and counseling (EPSY415)
Teaching Practice (EPSY 402)
Graduation Project 2 (EPSY 422)