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Intelligence and Cognitive Processes

Code: 102597
Credits: 6
2026/2027
Degree programme Type Course
Psychology OP 4

Contact lecturer

Name :
Carolina Guzmán Valenzuela
Email :
carolina.guzman@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

No requirements.

Objectives

Knowledge about the way people create asnd operate with representations is the basis for explaning human mental activity. A number of large processes (such as learning, comprehension, resoning or decision making) sustain on representations and operations involving representations. Hence the goals of this course are related with the understanding of human cognitive system, which supports representations managing as well as the ways the cognitive system operates. The goals include a description of intelligence's physical bases and their articulation in useful cognitive functions, which integrate brain's resources with cultural instruments. The course contents will permit the analysis and explaniation of outstanding human cognitive activities, understanding their general mechanisms and the variety of instances they may display.

Learning outcomes

  1. Differentiate between the different psychoeducational models for explaining teaching quality and the individual differences in school learning.
  2. Select the appropriate exploratory instruments for analysing individual differences in school learning.
  3. Select and properly use exploratory instruments for the analysis of formal and non-formal education.
  4. Analyse scientific texts written in English.
  5. Use different ICTs for different purposes.
  6. Use adequate tools for communication.
  7. Work in a team.
  8. Apply knowledge, skills and acquired values critically, reflexively and creatively.
  9. Actively participate in the formulation of social, professional and ethical rules in activities related to the profession.
  10. Select adequate measuring instruments for cognition analysis.
  11. Make adequate use of instruments of exploration for the analysis of cognitive processes.
  12. Design plans for the optimisation of cognitive functioning for each representational profile.
  13. Effectively communicate the result of an intellectual evaluation using psychometric instruments.
  14. Create instruments for cognitive and intellectual diagnosis and analysis.
  15. Create instruments for diagnosis and analysis of the individual differences in intelligence and knowledge structures.
  16. Identify the social, economic and/or environmental implications of academic and professional activities in the area of your knowledge.
  17. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  18. Assess the impact of the difficulties, prejudices and discriminations that actions or projects may involve, in the short or long term, in relation to certain persons or groups.
  19. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  20. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  21. Assess how stereotypes and gender roles impact professional practice.
  22. Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
  23. Identify situations in which a change or improvement is needed.
  24. Analyse a situation and identify its points for improvement.
  25. Propose new experience-based methods or alternative solutions.
  26. Propose new ways of measuring the viability, success or failure of the implementation of innovative proposals or ideas.
  27. Propose viable projects and actions to boost social, economic and/or environmental benefits.
  28. Propose ways to evaluate projects and actions for improving sustainability.
  29. Analyse the sustainability indicators of the academic and professional activities in this field, integrating the social, economic and/or environmental dimensions.

Contents

Block 1. Introduction to Intelligence and Cognitive Processes

Block 2. Models of Intelligence

Block 3. Basic Cognitive Processes and Neuroscience

Block 4. Emotional and Social Intelligence

Block 5. Assessment and Ethics in Intelligence



The contents that will be presented in the lectures will define the theoretical body of the course. The practical approaches, contacting instruments a practical applications by students, will be supervised by the professor.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Autonomous 90 3.6
Conducted 36 1.44
Supervised 21 0.84

Teaching method is based in five general approaches:


(1) Lessons conducted by the professor, where the main contents are presented an discussed.


(2) Lessons devoted to case-analysis and applications, where the stdent has an active role under supervision.


(3) Sessions addressed to contact instruments and measurement procedures, where students are supervised.


(4) Sessions of reading, documenting an reflexion, developed by students themselves with ensuant feedback on their work.


(5) Sessions of individualized advise addressed to follow-up individual tasks and knowledge optimisation.

All programmed activities meet one or more of the described methodological approaches and also include testing procedures which serve as continuos evaluation of the contents taught.


Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Ev1 Oral presentation in teams, in person (week 10-16) 30 1.5 0.06 4, 5, 6, 7, 8, 9, 17, 18, 27
Ev3 Practical lessons' report (last week of classes). Individual activity 40 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29
Ev2 Test of contents (written) (week 19 or 20) 30 1.5 0.06 1, 4, 6, 8, 16, 18, 24

To pass the course, the weighted average of the assessment activities Ev1 (30%), Ev2 (30%), and Ev3 (40%) must be 5.0 or higher. In addition, students must obtain a minimum grade of 4.0 in each of the three assessment activities. If these requirements are not met, even if the weighted average is 5.0 or higher, the maximum grade that may appear on the academic transcript will be 4.5.

Students will be eligible for the resit assessment if they have completed assessment activities accounting for at least 66% of the maximum possible grade for the course and have not achieved a final grade of at least 5.0. In the resit, the missed activities and/or those already completed with a low result may be repeated. The maximum grade obtainable through resit will be 8.5.

Students enrolled for the second time or later will not be assessed through a non-resittable synthesis exam.


Single assessment

Students who choose the single-assessment option waive continuous assessment and will be assessed in a single assessment event that includes the same activities as the continuous-assessment track, with the same weightings: Ev1 (30%), Ev2 (30%), and Ev3 (40%).

This assessment event will take place in week 19, and the activities will be completed consecutively. The passing conditions and the conditions for access to resit will be the same as those established for students following continuous assessment.


THE SINGLE ASSESSMENT IS REQUESTED ONLINE (E-FORM) DURING THE SPECIFIC PERIOD (more information on the Faculty's website).

The assessment regulations of the Faculty of Psychology can be found at: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html


OTHER INFORMATION:

Assessment feedback: In the classroom. Ev1: week 16. Ev2: week 20. Ev3: last week of classes.

The deadline for requesting the translation of assessment tests in those foreseen cases willbe governed by the academic regulations.

The submission of the translation of in-person assessment tests will take place if the requirements established in article 263 are met and the request is made electronically (e-form) in week 4 (more information on the Faculty's website).

Artificial Intelligence: In this course, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the work's development, provided that the final result reflects a significant contribution from the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used, and include a critical reflection on how these have influenced the process and the final outcome of the activity. Lack of transparency in the use of AI will be considered a breach of academic honesty and may result in a penalty on the activity's grade, or more severe sanctions in serious cases.


Bibliography

Amador, J. A. (2013). Escala de inteligencia de Wechsler para adultos-IV (WAIS-IV). (Documento de Trabajo).

Colom, R., & Álvarez-Linera, J. (2015). Inteligencia. En D. Díaz Méndez & J. M. Latorre Postigo (Eds.), Psicología Médica (pp. 157-184). Elsevier.

Córdoba Navas, D. (2018). Desarrollo cognitivo, sensorial, motor y psicomotor en la infancia: (2 ed.). IC Editorial. https://elibro.net/es/lc/uab/titulos/113433. Capítulos 2-3.

Cuesta Gómez, J. L., & Ortega Camarero, M. T. (2019). Discapacidad intelectual: una interpretación en el marco del modelo social de la discapacidad. Controversias y Concurrencias Latinoamericanas, 10(18), 85-106.

de la Fuente, J., Davies, G., Grotzinger, A. D., Tucker-Drob, E. M., & Deary, I. J. (2021). A general dimension of genetic sharing across diverse cognitive traits inferred from molecular data. Nature human behaviour, 5(1), 49-58.

Martín, R. D. (2017). El trastorno por déficit de atención e hiperactividad (tdah). La preocupación de las familias de afectados y la necesidad de ampliar conocimientos de los profesionales de la educación. Cuestiones pedagógicas. Revista de Ciencias de la Educación, (26), 97-110.

Molero, P. P., Zurita-Ortega, F., Chacón-Cuberos, R., Castro-Sánchez, M., Ramírez-Granizo, I., & Valero, G. G. (2020). La inteligencia emocional en el ámbito educativo: un meta-análisis. Anales de Psicología/Annals of Psychology, 36(1), 84-91.

Muñoz Cantero, J. M., & Fernández Ríos, L. (2019). Discapacidad intelectual: Una interpretación en el marco del modelo social de la discapacidad. Siglo Cero, 50(3), 79-97. https://doi.org/10.14201/scero20195037997

Redolar Ripoll, D. (2015). Neurociencia cognitiva. QUITO/UIDE/2015. (sección 4).

Wechsler, D. (2012). Escala de inteligencia de Wechsler para adultos-IV (WAIS-IV): Manual técnico y de interpretación. Pearson Clinical & Talent Assessment.

Wechsler, D. (2012). Escala de inteligencia de Wechsler para adultos-IV (WAIS-IV): Manual de aplicación y corrección. Pearson Clinical & Talent Assessment.

Software

If convenient, it will be provided through the CampusVirtual website.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 English second semester morning-mixed
(PAUL) Classroom practices 11 English second semester morning-mixed