FF:PSA_SZZ Master Degree State Exam. - Course Information

PSA_SZZ Master Degree State Examination (Finals)

Extent and Intensity

0/0/0. 0 credit(s). Type of Completion: SZK (final examination).

Teacher(s)

doc. PhDr. Iva Burešová, Ph.D. (lecturer)
doc. PhDr. Martin Jelínek, Ph.D. (lecturer)
Mgr. Helena Klimusová, Ph.D. (lecturer)
PhDr. Zuzana Slováčková, Ph.D. (lecturer)
prof. PhDr. Mojmír Svoboda, CSc. (lecturer)
prof. PhDr. Tomáš Urbánek, Ph.D. (lecturer)
doc. PhDr. Lubomír Vašina, CSc. (lecturer)
PhDr. Dalibor Vobořil, Ph.D. (lecturer)

Guaranteed by

PhDr. Zdenka Stránská, Ph.D.
Department of Psychology – Faculty of Arts
Supplier department: Department of Psychology – Faculty of Arts

Prerequisites

PSA_0SZ Comprehensive Examination || PSA_SZ Bachelor Degree Examination
Preconditions for approaching the Master’s state examination are to submit Master’s thesis, to submit case study and to obtain relevant number of credits. During the second cycle of study one has to gain 120 credits in total (110 credits type A and 10 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

• Psychology (programme FF, M-PS) (2)

Course objectives

Master’s State Examination consists of two parts: Master’s thesis defence and oral part. Student is accomplishing the oral part of the Master’s state examination from the subjects:
- general subject areas of psychology (general psychology, psychology of personality and social psychology) and methodology
- psychodiagnostics
- *clinical psychology
*psychology of organization and management
*counseling psychology
(From disciplines marked by * student chooses just one.)
A part of the oral Master’s state examination is a discussion about the case study.
Upon completion of this course, students have demonstrated their ability to appraise and evaluate theoretical approaches in their given field of study. They are able to compare and contrast various scholarly approaches. They have a profound knowledge of the discipline including the ability to implement the various skills relating to the specific field of study.

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.
• Psychodiagnostic, psychological assessment methods

• Theory of psychodiagnostic - themes:
• 1. Measurement in psychology, methodological problems
• 2. Psychometric and clinical approach
• 3. Characteristics of psychometric methods, standards
• 4. Construction of psychodiagnostic methods
• 5. Methods of item response
• 6. Personal errors – objectivity and standardization
• 7. Stochastic errors - reliability a its types
• 8. Constant errors – types of validity
• 9. Errors of interpretation - normalization, normative, ipsative and interactive scores
• 10. New approaches in psychometrics – Item Response Theory
• Literature:
• American Educational Research Association, American Psychological Association, National Council on Measurement in Education (2001): Standardy pro pedagogické a psychologické testování. Testcentrum, Praha.
• Břicháček, V. (1978): Úvod do psychologického škálování. Psychodiagnostické a didaktické testy, n. p., Bratislava.
• Gould, S. J. (1998): Jak neměřit člověka. Pravda a předsudky v dějinách hodnocení lidské inteligence. Nakladatelství Lidové noviny, Praha.
• Hunt, M. (2000): Dějiny psychologie. Portál, Praha.
• Urbánek, T.: Základy psychometriky. FF MU, Brno 2002.
• Psychodiagnostic of adults - themes:
• 1. Clinical methods (observation, interview, anamnesis) and psychofyziological methods.
• 2. Achievement methods - principals,overview. Tests of specific psychic functions (memory, attantion, creativity et al.).
• 3. Tests of specific abilities (e.g. technical, arts, verbal, mathematic abilities).
• 4. Tests of I.Q. (unidimenzional, complex).
• 5. Tests of organicity.
• 6. Methods of personality assessment (principals, overview).
• 7. Questionnaires – unidimenzional questionnaires.
• 8. Multidimenzional questionnaires.
• 9. Projective methods. Principals, overview.
• 10. Verbal projective methods.
• 11. Grafic projective methods.
• 12. Objective tests of personality.
• 13. Objective and subjective judgment scales.
• 14. New trends in psychodiagnostic.
• Literature:
• Svoboda, M. (1999). Psychologická diagnostika dospělých. Portál: Praha.
• Kondáš, O. a kol. (1992). Psychodiagnostika dospelých. OSVETA: Martin.
• Říčan, P., Ženatý, J. (1988). K teorii a praxi projektivních technik. Psychodiagnostické a didaktické testy: Bratislava.
• Stančák, A. (1996). Klinická psychodiagnostika dospelých.. Psychoprof: Nové Zámky.
• Svoboda, M. (1992). Metody psychologické diagnostiky dospělých. CAPA: Praha.
• Šípek, J. (1996). Projekce a projektivní metody v psychodiagnostice. Propsy: Praha.
• Psychodiagnostic of children and adolescents - themes:
• 1. Specifics of children assessment/psychodiagnostic.
• 2. Clinical methods (observation, interview, anamnesis).
• 3. Developmental scales
• 4. Tests of I.Q. (unidimenzional, complex).
• 5. . Tests of specific abilities, knowledge and skills - overview, principals.
• 6. Tests of specific psychic functions.
• 7. Motor assessment, laterality and speech.
• 8. School, social ability, general knowing and skill assessment.
• 9. Neuropsychological methods.
• 10. Projective methods. Principals, overview.
• 11. Drawind techniques.
• 12. Questionnaires.
• 12. Objective tests of personality.
• 13. Judgment scales.
• Literature:
• Koluchová, J., Morávek, S.: Psychologická diagnostika dětí a mládeže. Učební text UP Olomouc 1991.
• Říčan,P., Krejčířová,M. a kol.: Dětská klinická psychologie. Grada, Praha 1995.
• Říčan, P., Vágnerová,M. a kol.: Dětská klinická psychologie. Avicenum, Praha 1991.
• Stančák, A.: Klinická psychodiagnostika. Psychoprof, Nové Zámky 1996.
• Svoboda,M.(ed.), Krejčířová, D., Vágnerová, M. Psychodiagnostika dětí a dospívajících. Portál, Praha 2001.
• Švancara, J. a kol.: Diagnostika psychického vývoje. Avicenum, Praha 1980.
• Last modification: 01/05/2007; prof. PhDr. Mojmír Svoboda, CSc.

• Work and organisation psychology
• 1. development and subject of work and organizational psychology;
• 2. psychology of working environment, working load;
• 3. genesis of organizations, definicion of the organization in psychology;
• 4. mechanistic approach to organization (e.g. Weber, Taylor);
• 5. Hawthorne studies, Hawthorne effect (Mayo);
• 6. humanistic approach to organization (e.g. Maslow, McGregor);
• 7. modern and approach to organization (e.g. Ouchi)
• 8. postmodern approach to organization (e.g. Morgan, Clegg);
• 9. organizational structure, organizational set-up;
• 10. organizational mission and goals;
• 11. psychology of unemployment;
• 12. organisational culture;
• 13. management and its role in organisation, personnel management;
• 14. personell planning, job positinon analysis;
• 15. selection procedure;
• 16. assessment a development centre;
• 17. adaptation process;
• 18. intellectual capital and knowledge management;
• 19. job evaluation and remuneration;
• 20. work motivation;
• 21. team work;
• 22. manager's style of leading;
• 23. management of conflicts
• Basic literature: (more information see syllabi PSA_026 and PSA_050):
• Bělohlávek, František. Organizační chování : jak se každý den chovají spolupracovníci, nadřízení, podřízení, obchodní partneři či zákazníci. 1. vyd. Olomouc : Rubico, 1996. 343 s. ISBN 80-85839-09-1.
• Armstrong, Michael. Řízení lidských zdrojů [Armstrong, 2002]. Praha : Grada, 2002. 856 s. ISBN 80-247-0469-2.
• Schein, Edgar H. Psychologie organizace. 1. vyd. Praha : Orbis, 1969. 161 s.
• Štikar, Jiří. Psychologie ve světě práce. Vyd. 1. Praha : Karolinum, 2003. 461 s. ISBN 80-246-0448-5.
• Hroník, František. Poznejte své zaměstnance :vše o Assessment Centre. 2. vyd. Brno : ERA, 2005. xii, 370 s. ISBN 8073660202.
• Hroník, František. Jak se nespálit při výběru zaměstnanců : podrobný průvodce výběrovým řízením. Vyd. 1. Brno : Computer Press, 1999. 311 s. ISBN 80-7226-161-4.
• Koubek, Josef. Personální řízení 2. Vyd. 2. V Praze : Oeconomica, 2006. 136 s. ISBN 8024510227.
• Clinical psychology-themes:
• 1) Philosophical, theoretical and practical basis of clinical psychology.
• 2) Definition, subject and history of clinical pschology.
• 3) Human being in health and illness.
• 4) Self defenses and complex defensive character.
• 5) Personality disorders.
• 6) Human emotion and clinical psychology.
• 7) Methodological problems in clinical psychology.
• 8) Biological therapy.
• 9) Basic of psychopharmacotherapy.
• 10) Introspection.
• 11) Topical drug dependencies.
• 12) Medical psychology.
• 13) Health psychology.
• 14) Anxiety.
• 15) Fear and fobia.
• 16) Depression.
• 17) Burnout syndrome, workoholism.
• 18) Eating disorders.
• 19) Sexual disorders.
• 20) Psychosomatic disorders.
• Literature
• Baštecká a kol. (2003): Klinická psychologie v praxi.Portál, Praha.
• Baštecký a kol.(1993): Psychosomatická medicína.Grada,Praha.
• Garfielld,S.L. (1980):Clinical psychology and psychotherapy.J.W.and Sons, N.Y.
• Heretík a kol. (2007): Klinická psychológia.Psychoprof,Nové Zámky.
• Praško a kol. (2003): Poruchy osobnosti.Portál,Praha.
• Říčan,P.,Krejčířová,D.(1997): Dětská klinická psychologie. Grada, Praha.
• Smolík,P.(2002): Duševní a behaviorální poruchy.Maxdorf, Praha.
• Vašina,L.(2008): Základy psychopatologie a klinické psychologie.IMS-Bonny Press, Brno.
• Vymětal,J.(2003): Lékařská psychologie.Portál, Praha.
• Last modification: doc. L. Vašina (8.1. 2009).

Literature

• Baštecká a kol. (2003): Klinická psychologie v~praxi.Portál, Praha.
• ARMSTRONG, Michael. Řízení lidských zdrojů : nejnovější trendy a postupy. Translated by Josef Koubek. 10. vyd. Praha: Grada, 2007, 789 s. ISBN 9788024714073. info
• HRONÍK, František. Poznejte své zaměstnance : vše o Assessment Centre. 2. vyd. Brno: ERA, 2005, xii, 370. ISBN 8073660202. info
• ŠTIKAR, Jiří, Milan RYMEŠ, Karel RIEGEL and Jiří HOSKOVEC. Psychologie ve světě práce. Vydání první. Praha: Univerzita Karlova v Praze, nakladatelství Karolinum, 2003, 461 stran. ISBN 8024604485. info
• KOUBEK, Josef. Řízení lidských zdrojů :základy moderní personalistiky. 3. vyd. Praha: Management Press, 2001, 367 s. ISBN 80-7261-033-3. info
• HRONÍK, František. Jak se nespálit při výběru zaměstnanců : podrobný průvodce výběrovým řízením. Vyd. 1. Praha: Computer Press, 1999, xxi, 311. ISBN 8072261614. info
• Organizační chování :jak se každý den chovají spolupracovníci, nadřízení, podřízení, obchodní partneři či zákazníci. Edited by František Bělohlávek. 1. vyd. Olomouc: Rubico, 1996, 343 s. ISBN 80-85839-09-1. info
• SCHEIN, Edgar H. Psychologie organizace. 1. vyd. Praha: Orbis, 1969, 161 s. URL info

Teaching methods

The Master Degree State Examination (Finals) consists of subjects, which are covered during respective courses in previous study.
Examination by committee.

Assessment methods

Master’s State Examination consists of two separately graded parts: Master’s thesis defence and oral part. Student is accomplishing the oral part of Master’s state examination from the subjects:
- general subject areas of psychology (general psychology, psychology of personality and social psychology) and methodology
- psychodiagnostics
- *clinical psychology
*psychology of organization and management
*counseling psychology
(From disciplines marked by * student chooses just one.)
A part of the oral Master’s state examination is a discussion about the case study.
For passing the Master’s state examination is essential to successfully master all of its parts. Total outcome of the State examination is evaluated with one of the grades in accordance with gradind scheme set in art. 17 par. 1 of Study and examination regulations MU.
Vote of State Exam Committee.

Language of instruction

Czech

Further Comments

Study Materials
The course is taught each semester.

Teacher's information

http://www.phil.muni.cz:8088/wups/w-studium/informace-ke-studiu/okruhy-ke-statni-zaverecne-zkousce-oboru-psychologie/

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