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nbsp;nbsp;Educational psychology is concerned with how students learn

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nbsp;nbsp;Educational psychology is concerned with how students learn and develop, lt; often focusing on subgroups such as gifted children and those subject to specific disabilities.
nbsp;nbsp;Educational psychology both draws from lt; and contributes to cognitive science and the learning sciences.
nbsp;nbsp;In universities, departments of educational psychology are usually housed within faculties of education, lt; possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
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nbsp;nbsp;In universities, departments of educational psychology are usually housed within faculties of education, lt; possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
nbsp;nbsp;Although the terms quot;educational psychologyquot; and quot;school psychologyquot; are often used interchangeably, researchers and theorists are likely to be identified in the US and Canada lt; as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists.
nbsp;nbsp;Educational psychology both draws from lt; and contributes to cognitive science and the learning sciences.
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nbsp;nbsp;Developmental theories are sometimes presented lt; not as shifts between qualitatively different stages, but as gradual increments on separate dimensions.
nbsp;nbsp;Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in peoples belief in: lt; certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts.
nbsp;nbsp;People develop more sophisticated beliefs lt; about knowledge as they gain in education and maturity.
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nbsp;nbsp;People develop more sophisticated beliefs lt; about knowledge as they gain in education and maturity.
nbsp;nbsp;Rudolf Steiners model of child development interrelates physical, emotional, cognitive, and moral development in lt; developmental stages similar to those later described by Piaget.
nbsp;nbsp;Educational psychology is concerned with how students learn and develop, lt; often focusing on subgroups such as gifted children and those subject to specific disabilities.
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nbsp;nbsp;Piaget proposed a developmental theory of moral reasoning in which children progress from a nave understanding of morality based on lt; behavior and outcomes to a more advanced understanding based on intentions.
nbsp;nbsp;Piagets views of moral development were elaborated by Kohlberg lt; into a stage theory of moral development.
nbsp;nbsp;There is evidence that the moral reasoning described in stage theories is lt; not sufficient to account for moral behavior.
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nbsp;nbsp;For example, educational psychologists have researched the instructional applicability of Jean Piagets theory of development, lt; according to which children mature through four stages of cognitive capability.
nbsp;nbsp;Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, lt; and therefore younger children need to be taught using concrete objects and examples.
nbsp;nbsp;Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in peoples belief in: lt; certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts.
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nbsp;nbsp;Piagets views of moral development were elaborated by Kohlberg lt; into a stage theory of moral development.
nbsp;nbsp;There is evidence that the moral reasoning described in stage theories is lt; not sufficient to account for moral behavior.
nbsp;nbsp;For example, other factors such as modeling (as described by the social cognitive theory of morality) lt; are required to explain bullying.
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nbsp;nbsp;Researchers have found that transitions, such as from concrete to abstract logical thought, lt; do not occur at the same time in all domains.
nbsp;nbsp;To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, lt; educational psychology develops and applies theories of human development.
nbsp;nbsp;People develop more sophisticated beliefs lt; about knowledge as they gain in education and maturity.
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nbsp;nbsp;For example, other factors such as modeling (as described by the social cognitive theory of morality) lt; are required to explain bullying.
nbsp;nbsp;To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, lt; educational psychology develops and applies theories of human development.
nbsp;nbsp;A child may be able to think abstractly about mathematics, lt; but remain limited to concrete thought when reasoning about human relationships.
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nbsp;nbsp;Perhaps Piagets most enduring contribution lt; is his insight that people actively construct their understanding through a self-regulatory process.
nbsp;nbsp;Developmental theories are sometimes presented lt; not as shifts between qualitatively different stages, but as gradual increments on separate dimensions.
nbsp;nbsp;In universities, departments of educational psychology are usually housed within faculties of education, lt; possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.