B2984 - Personality, Individual Differences and Cognitive Styles

Learning outcomes

At the end of the course, the students will know the theoretical models regarding personality and cognitive styles, and their historical development. Moreover, they will be provided with an overview of the main survey and measurement methods used in personality and cognitive styles.

Course contents

The course offers a reconstruction of the main models of personality and cognitive styles, with particular attention to the relationship between individual differences, cognitive and emotional processes, and ways of adapting to the environment.

• the historical evolution of personality studies, from behaviorism to cognitive, psychodynamic, and trait perspectives;
• the psycholexical hypothesis and factor analysis as tools for the construction of dimensional models;
• the Big Five model, its fundamental dimensions, psychometric properties and main interpretative limitations;
• personality assessment using questionnaires and projective techniques, with reference to the Big Five, MBTI, Rorschach and TAT;
• classical psychodynamic models, Freud's theory, methodological criticisms of psychoanalysis, and the use of free association in psychological research;
• Panksepp's theoretical models of motivation, emotion, and affective systems, together with the main classical theories of emotion;
• perspectives on perception, attention, and cognitive styles, including global/local, verbal/visual, and field-dependent/field-independent styles;
• spatial abilities, mental rotation, and differences in representation and navigation strategies;
• first impression processes, the role of nonverbal cues, the formation of social judgments, and the influence of context.

Readings/Bibliography

• Slides and presentations
• Scientific papers
• Recommended texts:
• • Manna, G. (2013). Introduction to Personality Assessment Techniques . Milan: Franco Angeli.
  • De Beni, R., Carretti, B., Moe, A., & Pazzaglia, F. (2026). Psychology of Personality and Individual Differences . Bologna: Il mulino.

  Optional text:

  • Sternberg, R. J. (1998). Thinking Styles: Individual Differences in Learning and Problem Solving . Trento: Erickson

Teaching methods

Lectures, PowerPoint presentations, and seminars led by experts.

Assessment methods

• Learning assessment is done through a 30-minute written test, consisting of 25 closed-ended questions and one open-ended question on the content covered during the course.
• The final score is determined by adding the scores assigned to the individual answers, with up to 8 points assigned to the open-ended question.
• To pass the test, a score of at least 18/30 is required; there are no deductions for incorrect answers.
• Honors are awarded for correct answers to all items and for an open-ended response characterized by clarity of exposition, completeness of discussion, ability for critical analysis, personal reflection, and appropriate use of specialized terminology.
• The use of cell phones, tablets, or similar devices is not permitted during the test.
• Registration for the written exam must be completed using the University's AlmaEsami application, respecting the established deadlines.
• As an alternative to the written exam, students may agree with the instructor to submit a report or personal reflection on a topic relevant to the psychology of personality and cognitive styles. This report must be submitted before the end of the course and after contacting the instructor by mid-course.
• The report is graded out of 30 and takes into account clarity of exposition, completeness, critical analysis skills, personal reflection, and terminological accuracy.

Use of artificial intelligence

Artificial intelligence may be used to support individual study, particularly for summaries, reformulations, and self-assessment. Only limited, declared, and non-substantial use is permitted during the exam; AI may not be used to complete any portion of the exam.

Teaching tools

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

 

Links to further information

https://site.unibo.it/bracco/it/esperimenti

Office hours

See the website of Giovanni Ottoboni