Edward Nęcka
This course will be
devoted to the examination of differences between people in elementary
cognitive processes, such as attention, working memory, and cognitive control.
Such differences have been neglected for decades as resulting in error variance
in typical psychological experiments. However, they have been extensively
studied by differential psychologists, mostly by those of them who were focused
on personality, intelligence, and temperament. Today we are witnessing numerous
attempts to unify the experimental cognitive psychology approach with the
language and methodology typical of differential psychology. It appears that
understanding the problem of how and where people differ in reference to
attention, working memory, or cognitive control, allows deeper understanding of
higher-level cognitive phenomena, such as intelligence, creativity, cognitive
aging, or psychopathology.
Class 1. The
significance of the study of individual differences in cognition
The notion of
individual differences. The relation of individual differences to general psychological
phenomena. Methods of studying individual differences
in cognition. Neuropsychology of individual
differences in cognition.
Required readings:
Corr, P. (in press). Individual
differences in cognition: In search of a general theory of behavioral control. In: Matthews, G., Szymura,
B. & Gruszka, A., Individual differences in cognition.
Additional readings:
Prat, C. S. & Just, M. (2008). Brain bases of individual differences in cognition. Psychological Science Agenda, Vol. 22,
May 2008.
Class 2. Individual differences in
attention
The notion of attention. Aspects and functions of attention.
Methods of studying attention. Attention and
higher-level cognition.
Required readings:
Moosbrugger, H., Goldhammer, F., & Schweizer,
K. (2006). Latent factors underlying individual differences in
attention measures. European Journal of Psychological Assessment, Vol. 22, 177–188.
Additional readings:
Schweizer, K. (in
press). Attention and intelligence. In: Matthews, G., Szymura,
B. & Gruszka, A., Individual differences in cognition.
Class 3. Individual differences in working memory capacity
[download presentation]
The notion of working
memory capacity. Short
term memory and working memory. Models of working
memory in relation to individual differences. Working
memory capacity as a source of human intelligence.
Required readings:
Ackerman, P. L., Beier, M.
F., Boyle, M. O. (2005). Working memory
and intelligence: The same or different constructs? Psychological Bulletin ,Vol. 131, 30–60.
Additional readings:
Oberauer, K., Schulze, R.,
Wilhelm, O., & Süß, H.-M. (2005). Working
memory and intelligence—Their correlation and their
relation: Comment on Ackerman, Beier, and Boyle
(2005). Psychological Bulletin, 131, 61–65.
Engle, R. W. & Ilkowska,
M. (in press). Trait
and state differences in WM capacity. In: Matthews, G., Szymura, B. & Gruszka, A., Individual differences in cognition.
Class 4. Individual differences in executive control
[download presentation]
The notion of executive
control. Aspects
of cognitive control. Self-control of behavior and
self-control of mind. The relation of executive
control to human intelligence, text comprehension, and thinking.
Required readings:
Miyake, A. Friedman,
N. P., Emerson, M. J., Witzki, A. H. & Howerter, A. (2000). The
unity and diversity of executive functions and their contributions
to complex ‘‘frontal lobe’’ tasks: A latent variable
analysis. Cognitive Psychology, 41, 49–100.
Additional readings:
Chuderski, A. & Nęcka, E.
(in press). Intelligence
and cognitive control. In: Matthews, G., Szymura,
B. & Gruszka, A., Individual differences in cognition.
de Frias, C. M.,
Class 5. Clinical aspects of individual differences in
cognition
The importance of
cognition for emotional and behavioral disorders. Anxiety and attention. Memory and depression. Cognitive aging and
elementary cognitive processes.
Required readings:
Eysenck, M.W. (in press). Processing efficiency theory and
beyond. In: Matthews, G., Szymura, B. & Gruszka, A., Individual
differences in cognition.
Additional readings:
Sędek, G. & Brzezicka, A. (in
press). The specific influence of
subclinical depression on attention, working memory, and reasoning processes. In: Matthews, G.,
Szymura, B. & Gruszka,
A., Individual differences in cognition.
Seminars
During the seminars, experimental findings will
be critically discussed. Students will be asked to read texts before class
meetings. However, basic information will be provided by the instructor in a
lecture-like form.
Assessment
Students will be assessed on the basis of their written papers (about
1500 words).
Edward Nęcka
Edward Nęcka is
a Professor of Psychology at