PSA_0SZ Comprehensive Examination

Faculty of Arts
Autumn 2011
Extent and Intensity
0/0/0. 0 credit(s). Type of Completion: SoZk (examination).
Teacher(s)
prof. PhDr. Marek Blatný, DrSc. (lecturer)
doc. PhDr. Jaroslava Dosedlová, Dr. (lecturer)
PhDr. Pavel Humpolíček, Ph.D. (lecturer)
doc. PhDr. Martin Jelínek, Ph.D. (lecturer)
prof. PhDr. Mojmír Svoboda, CSc. (lecturer)
doc. PhDr. Mojmír Tyrlík, Ph.D. (lecturer)
prof. PhDr. Tomáš Urbánek, Ph.D. (lecturer)
doc. PhDr. Lubomír Vašina, CSc. (lecturer)
Ing. Mgr. Jiří Čeněk, Ph.D. (assistant)
Mgr. Silvie Loubalová (assistant)
Mgr. Tatiana Malatincová, Ph.D. (assistant)
Guaranteed by
PhDr. Zdenka Stránská, Ph.D.
Department of Psychology – Faculty of Arts
Prerequisites
Preconditions for the comprehensive examination are to submit a paper (research project) accepted by a responsible teacher, than submit a psychopathological case study and to obtain relevant number of credits. During the first cycle of study student has to obtain 180 credits in total (140 A credits and 40 B credits).
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Comprehensive examination has two parts: written and oral.
The examination consists of 7 subjects:
general psychology
methodology
psychopathology
developmental psychology
social psychology
psychology of personality
neuroscience
One part of the oral exam is a discussion about the research project.
Upon completion of this course, students demonstrate their ability to combine knowledge from different psychological disciplines that are part of a comprehensive examination.
Syllabus
  • Set of the themes for comprehensive examination of Cognitive psychology, Emotion, Motivation and Action:
  • 1) Philosophical Antecedents of Cognitive Psychology: The Emergence of Psychology; The Merging of Philosophy and Physiology into Modern Psychology; The Diverging Perspectives of Modern Psychology History of Psychology: Antecedents of Cognitive Psychology; Research Methods in Cognitive Psychology: Information Processing in the Nervous System; Structural Components: Attention and Consciousness: Preconscious Processing; Controlled Versus Automatic Processing; Processes Habituation; Selective Attention; Vigilance and Signal Detection; Search; Divided Attention;
  • 2) Theories or Attention: Filter and Bottleneck Theories; Attentional-Resource Theories; Additional Considerations in Attention; Neurocognitive Findings on Attention and Consciousness; Attention and Perception
  • 3) Perception: Depth Perception; Perceptual Constancies; Deficits in Forms and Pattern Perception; Gestalt Approaches to Form Perception Theories or Perception: Constructive Perception Direct Perception; Synthesizing the Two Theories; A Computalional Theory of Perception; Spatiotemporal Boundary-Formation Theory Theoretical Approaches to Pattern Recognition: Bottom-up Theories; Top-down Influences on Perception; Comprehension Processes Auditory Perception: Speech Perception; Basic Facts About Speech; Theorelical Approaches to Sérech; Perception Is Speech Perception Special?
  • 4) Knowledge Representation: Mental Representation of Knowledge;Representations of Declarative Knowledge: Words Versus Picture; Mental Imagery; Dual-Code Hypothesis: Analogical Images Versus Symbols Propositional Hypothesis: Functional Equivalence: Mental Manipulations of Images; Possible Synthesis: Dual-Code; Kosslyn's Synthesis; Johnson-Laird's Synthesis; Cognitive Maps, Text Maps Representations of Declarative Knowledge: Concepts and Schemas; Semantic Network Models; Representations of Procedural Knowledge; The Production and the Production System; Conceptual Dependency; Integrative Models for Representing Declarative and Non/declarative Knowledge; The Connectionist Model
  • 5) Memory: Exceptional Memory; Deficient and Outstanding Memory; Recall and Recognition; Implicit Versus Explicit Memory ; Model of Memory; The Sensory Store; The Short- Term Store; The Long- Term Store; Working Memory Model: Procedural, Episodic, and Semantic Memory; Concepts and Schemas: The Structure of Semantic Memory Memory Processes: Encoding of Information; Initial Encoding of Information for Brief Storage and Temporary Use; Forms of Encoding for Long- Term Storage Forgetting Information from Working Memory; Interference Theory; Decay Theory Transferring Information From Working Memory to Long-Term Storage; Rehearsal; Organization of Information; Mnemonic Devices Development of Memory: Differences in Metacognitive Processes Retrieval: Difficulties in Studying Retrieval Processes; Retrieval From Short-Term Memory; Effects of Prior Knowledge on Encoding and Retrieval; Effects of Subsequent Knowledge on Retrieval; Context Effects of Encoding and Retrieval
  • 6) Language: General Properties of Language: Semantics and Syntax Language Acquisition: Stages of Language Acquisition; Theoretical Explanations of Language Acquisition; Cognition and Language Acquisition Semantics: Theories of Meaning; Relationships Among Concepts: Basic Levels, Explanations, and Inferences; Semantics and Other Aspects of Language Syntax: The Syntax Tendency; Parsing and Phrase Structure; Relationships Among Syntactical Structures; Relationships Between Syntactical and Lexical Structures Language in Context: Linguistic Relativity and. Linguistic Universal; Language in a Social Context; Speech Acts; Conversational Postulates; Language in a Cognitive Context; Scripts; Slips of the Tongue; Metaphorical Language
  • 7) Problem solving : The Problem-Solving Cycle; Hindrances to Problem Solving; Mental Sets, Entrenchment, and Fixation; Negative Transfer; Positive Transfer; Incubation Creativity: Psychometric Approaches; Cognitive Approaches; Personality and Motivational Approaches
  • 8) Decision Making and Reasoning > Classical Decision Theory; Satisficing; Elimination by Aspects; Heuristics and Biases Deductive Reasoning: Conditional Reasoning; Syllogistic Reasoning Inductive Reasoning: Reaching Causal Inferences; Categorical Inferences; Reasoning by Analogy
  • 9) Intelligence; Structure of Intelligence: A Factor-Analytic Approach; Early Factorial Models; Multidimensional Models Inteligence as a multifacet dynamic phenomena. Exploring Piagets circular - causal model of inteligence development. Adaptaion as a positive feed-back Processes of Intelligence: An Information-Processing Approach; Lexical Access Speed and Speed of Simultaneous Processing; Sternberg: The Componential Theory and Complex Tasks; Simon: Complex Problem Solving. A dynamic factors of information-processing in modern theories of inteligence will be emphysized and explained. Integrative Approaches to Intelligence; Gardner: Multiple Intelligences; Sternberg: The Triarchic Theory Causality. Finality. Causality as reality or construct of mind. Mistakes in reasoning the causal relations between phenomenas. Open and semi-open system in psychology. Understending causal relations
  • 10. Psychological approach to emotions and feelings. Differences among the concepts. Positive and negative emotions. Regulative function of emotions.
  • 12. Research on emotions. Neurophysiological, phenomenological and anthropological theoretical approach to research on ometions.
  • 13. Phylogenesis and onthogenesis of feeling in human and sub-human animals.
  • 14. Distinctive neurophysiological approach to emotion theory.
  • 15. Inter-dependence between cognition and emotion. Schachters theory. Cognitice aspects of self-system as an emotion-related structure. Frijda's theory.
  • 16. Emotions as a remotivational and regulational factor influencing behaviour.
  • 17. Motivation. Distinctive theoretical approaches ti motivation. Madsen categoriyation. 8. Behavioristic and cognitive theories of motivation. Achievment motivation. 9. Frustration and conflict. Research and practice. 10. Volition and motivation/ distinctive or substitutive phenomena? The volition in the process of action control.
  • 18. Motivation, cognition and emotion in the process of action. Steering to experience.
  • Set of the themes for comprehensive examination of Methodology:
  • Introduction to understanding science. Differen ways of acquiring knowledge. Common sense. Problem of demarcation. Theory and experience. Functions of science. Causality. Finality. Causality as reality or construct of mind. Mistakes in reasoning the causal relations between phenomenas. Open and semi-open system in psychology. Understending causal relations within whole system. Methodology. Method, methodics and technic. Essential methods in psychology. Exterospection and introspection. Object and subject of psychological searching. Positivism and phenomenology. Hermeneutics. Pragmatics. Nomothetic and idiographic paradigm. Logics in research. Induction and deduction, abduction. Concept and meaning. Therms. Definition. Subject and object of research. Psychic phenomena. Research in other humanities. Problem. Known and unknown. Problem in science as an knowledge about unknown. Problem as a question. Different kinds of questions. Theory as solving the problem. Structure of scienticic theries. Hypothesis. Verification. Kvalitative and kvantitative aspect of research. The gap or two sides of the same river. Kvalitative approach in research. Kvality and kvantity. Functions of kvalitative part of research - description, clasification, explication. Developing of theories. Kvantitative part of research. Scale. Operacional definition. Variables and invariants. Kinds of research variables. Internal and external validity. Sample and population. Sampling. Designs with two and more groups. Extent of sample. Various research designs. Prospective and retrospective design. Experimental and correlative design. Explorative and confirmative research. Project of research. Research methods Observation. Structure. Selectivity. Observation shedules. Rating scales. Interview. Structure. Interview with indivudual. Group interview. Focus groups. Differend kinds of use - research, diagnostics, therapy. Dialogue. Managing of interview. Exploring the interview. Questionaire. Theme - questions. The kinds of questions. Validity and reliability. Use of questionaire in diagnostics and research. Experiment. Specifics of experiment in psychology. Experiment and theory. Various designs of experiment. Field and laboratory experiment. Anylysis of action results. Content analysis. A criteria of sorting of content elements. System of categories. Cognitive and emotional content of mind. Psycho-semantics. Relation betveen language and mind. Language and individual experience. Searching language use. Qualitative and quantitative aspects of research - the gap or two banks of the same river? Descriptive and inductive statistics.
  • Set of the themes for comprehensive examination of the Psychopathology:
  • Definition – incorporation in the science-system.
  • History.
  • Social psychiatry.
  • Transcultural psychiatry.
  • Concepts of normality.
  • Ethiopatogenesis of psychic disorders.
  • Ethic in psychiatry.
  • Classification of psychic disorders.
  • Perception disorder.
  • Attention disorder.
  • Memory disorder.
  • Thinking disorder.
  • Speaking disorder.
  • I.Q. disorder.
  • Instinct disorder.
  • Emotion disorder.
  • Will disorder.
  • Behaviour disorder.
  • Consciousness disorder.
  • Personality disorder.
  • Incidence, epidemiology of psychic disorder.
  • Types of intervention and therapy (synopsis)
  • Set of the themes for comprehensive examination of the Developmental Psychology:
  • Themes are deeply specified in syllabus of the subject Developmental Psychology.
  • Set A. General information and theories of developmental psychology
  • Developmental psychology: definition, content, goals and methods.
  • Concepts of: phylogenesis, ontogenesis, antropogenesis, actual genesis of psychic processes.
  • Methodology of the developmental psychology: methods, research designs (e.g. cross-sectional, longitudinal, anamnestic and katamnestic).
  • Development and general criterias of psychic development.
  • Developmental changes. Diferenciation, integration, interiorization, fixation.
  • Developmental factors: nature vs. nurture. Maturation, learning/education.
  • Interactive model of the devlopmental factors.
  • Periodization of life-time.
  • Psychology of life-span. „Quality of life“ concept.
  • Developmental theories: S. Freud, E. Erikson, M. Mahler, J. Piaget, L. Kohlberg, W. Stern, J. Bowlby.
  • Paradigmas of developmental psychology: Geneva school, Vienna school, Paris school. Significant personalities: Ch. Darwin, H. Spencer, F. Galton, G.S. Hall, A. Gesell, E. Claparède, J. Piaget, L. Vygotskij, K. and Ch. Bühlers, A. Adler, C.G. Jung, E. Spranger, H. Werner, B.G. Anaňjev, R. Havighurst, S. Freud, E. Erikson, M. Mahler, J. Piaget, L. Kohlberg, W. Stern, J. Bowlby, R.Spitz.
  • Czech significant personalities: M. Rostohar, F. Kratina, V. Chmelař, L. Koláříková, R. Konečný; J. Langmeier, Z. Matějček, J. Švancara, D. Krejčířová, M. Vágnerová.
  • Developmental scales: Brazeltons neonatal scale, psychodiagnostic scales: Gesell, Bayley, Bühler-Hetzer.
  • Set B. Developmental periods and its characteristics, development of psychic functions
  • Periodization and characteristics of every specific period.
  • Body-development, development of specific psychic functions/processes, social, moral and personality developlment.
  • Set C. Special themes of developmental psychology
  • Childrens drawings.
  • Play development and use.
  • Fairy-tales.
  • Psychic deprivation.
  • Attachement.
  • Family development, nurture and nurture-styles.
  • Ageism.
  • Secular acceleration.
  • Fluid and crystal intelligence during lifetime.
  • Role-changes during lifetime.
  • Partnership. Marriage.
  • Parenting and its alternatives.
  • Middle-life crisis.
  • Theories of growing old.
  • Sensitive and critic periods.
  • Set of the themes for comprehensive examination of the Social Psychology:
  • 1. Introduction into social psychology
  • Subject of study SP, SP in the context of related disciplines. History of SP. Basic trends in SP of 20th century, current influential paradigms. Research methods in SP, possibilities of application in SP.
  • 2.Social cognition
  • a) self-relationship as a product of social interaction - cognitive, affective and behavioral components of self-system
  • b)social perception and categorization.
  • Associationist and constructivist models of social cognition. Scheme of processes of social perception. First impression versus complex review. Creating of impressions of other people, connection between perception and motivation. Distortions and mistakes in social perception. Concept of social stereotype (auto and hetero-stereotype), social representations (Moscovici). Connection between perception and attribution processes. c) interpretation of social reality - theory of attribution
  • Theory of attribution (Heider, Fiske, Taylor, Jones, Davis, Kelley). Theory of causal schemes, basic principles of attribution. Mistakes in attribution processes (fundamental attribution failure), attribution of success and failure. Theory of optimism (Seligman, Carver, Scheier, Peterson, Cantor, Norem).
  • 3. Socialization and identity of personality
  • a) Socialization of personality.
  • Basic characteristics of socialization process, three exhibition levels of socialization: organism vs. environment, subject vs. object and personality vs. group. Imitation and identification as basic forms of social learning, importance of primary groups. Importance of early social experience and satisfaction of basal psychosocial needs for latter development.
  • b) personal and social identity - basic determination, evolutional view of their development. Theories of identity (Erikson, Marcia, Stryker, Tajfel, Giles, Garfinkel, Goffman, Harré, Weinreich).
  • 4.Social processes in groups
  • a) Microsocial processes
  • Basic characteristics of the small group. Group development, group dynamics. Leadership styles. Social influence (social facilitation, loafing, deindividuation, group polarization). Social Influence. Leadership styles. b) Macrosocial processes
  • Crowd, depersonalization. Introduction to the intercultural psychology (Hofstede). Ethnic relations.
  • 5. Social Communication.
  • Communication process. Syntax, semantics, pragmatics. Verbal end nonverbal communication.Communication styles and relationships. Communication axioms (Watzlawick, Bavelas, Haley, Jackson). Determinants of the efficient communication, assertivity. The process and effects of mass communication. Theories of mass communication.
  • 6. Interpersonal relations and behavior styles
  • Afiliation, social support. Interpersonal attraction, theories of human relations. Love and intimacy (Sternberg, Rusbult). Prosocial behaviour.
  • Aggression – forms, theories, causes, consequences, control. Chicance, mobbing, home violence.
  • 7. Attitudes and Attitude Change
  • a) Attitude theory. Attitudes measurement (Likert, Osgood, Bogardus).
  • b) Attitude change
  • Cognitive disonance theory (Festinger), Balance theory (Heider). Conformity and obedience to an authority. Theory of persuasion. Relationship between attitudes and a behaviour (LaPière, Fishbein, Ajzen, Madden).
  • Set of the themes for comprehensive examination of the Neuroscience:
  • 1.Human brain-What is it like to be human? History and a new perspective on the role of new neurophysiological kowledges (cortical plasticity, genes and the development of neural networks, cognitive neuroimaging, evolutionary design of a neurocognitive system etc.)in the understanding of human brain.Pattering of the cerebral cortex.
  • 2.Sensory systems. Somatosensory discimination. Auditory cortex. Determining an auditory scene.Olfaction-from sniff to percept. Mechanisms of image processing in the visual cortex.
  • 3.Motor system. Toward a neurobiology of coordinate transformations.Representation of action. Brain mechanisms of action. Basal ganglia and cerebellar circuits with the cerebral cortex. The basal ganglia and the control of action. Brain mechanisms of praxis.
  • 4. Attention and frontal lobes.
  • 5.Dopamin specificity in cognitive systems. An information framework for memory representation by the hippocampus. Prefrontal cortex.
  • 6.Biological foundation of language. The evolution of language.
  • 7. The human amygdala and social neuroscience.
  • 8.Neural correlates of human consciousness.
Literature
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  • EYSENCK, Michael W. and Marc Peter KEANE. Cognitive psychology :a student's handbook. 4th ed. Hove: Psychology Press, 2000, viii, 631. ISBN 0-86377-551-9. info
  • SOLSO, Robert L. Cognitive psychology. 5th ed. Boston: Allyn and Bacon, 1998, xx, 601 s. ISBN 0-205-27418-8. info
  • POWER, Mick and Tim DALGLEISH. Cognition and emotion : from order to disorder. Hove: Psychology Press, 1998, xii, 496 s. ISBN 0-86377-738-4. info
  • MADSEN, K. B. Moderní teorie motivace. Vyd. 1. Praha: Academia, 1979, 468 s. info
  • KERLINGER, Fred N. Základy výzkumu chování : pedagogický a psychologický výzkum. Vyd. 1. Praha: Academia, 1972, 705 s. info
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  • ANZENBACHER, Arno. Úvod do filosofie. Translated by Karel Šprunk. Vyd. 2., přeprac., V Portá. Praha: Portál, 2004, 377 s. ISBN 807178804X. info
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Teaching methods
The comprehensive examination consists of seven subjects, which are covered during respective courses in previous study.
Examination by committee.
Assessment methods
The comprehensive examination consists of two parts: written and oral.
Written test - 7 subjects: general psychology, methodology, psychopathology, developmental psychology, social psychology, psychology of personality, neuroscience. The test is rated by single mark and is performed usually 1 or 2 days before the oral part.
Oral part: the above mentioned subjects are examined and classified together (student is expected to prove his/her ability to integrate knowledge from individual psychological disciplines). Discussion about written research project is also included.
For passing the comprehensive examination student must successfully complete all its parts, the overall outcome is classified by the standard classification scale as mentioned in the 17th article, paragraph 1 of the Study and Classification Regulations MU.
Vote of Comprehensive Exam Committee.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught each semester.
Listed among pre-requisites of other courses
Teacher's information
http://www.phil.muni.cz:8088/wups/w-studium/informace-ke-studiu/okruhy-k-souborne-zkousce-oboru-psychologie
The course is also listed under the following terms Autumn 1998, Spring 1999, Autumn 2001, Spring 2002, Autumn 2002, Spring 2003, Autumn 2003, Spring 2004, Autumn 2004, Spring 2005, Autumn 2005, Spring 2006, Autumn 2006, Spring 2007, Autumn 2007, Spring 2008, Autumn 2008, Spring 2009, Autumn 2009, Spring 2010, Autumn 2010, Spring 2011, Spring 2012, Autumn 2012, Spring 2013, Autumn 2013, Spring 2014, Autumn 2014, Spring 2015, Autumn 2015, Spring 2016, Autumn 2016, Spring 2017, Autumn 2017, Spring 2018, Autumn 2020.
  • Enrolment Statistics (Autumn 2011, recent)
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