1. introductionWHY DO WE NEED PSYCHOLOGY?: Opposing Views in EducationWHAT IS EDUCATIONAL PSYCHOLOGY?:Psychology; Ways of Investigating; Describing and Analysing Findings; Applying Psychology; Differing PerspectivesTHE EVIDENCE FORM PSYCHOLOGY2. LearningBASIC PRINCIPLES OF LEARNING: The Importance of Learning; What is Learning?THEORIES OF LEARNING: Types of Learning; Habituation; ConditioningCOGNITIVE PROCESSES AND LEARNING: Mental Representations and the Basis of KnowledgeMEMORY: A model of Memory; Long Term Memory; The Processes Involved in Long Term Memory; Problems with Learning; Forgetting; Managing Learning and Improving MemoryINTEGRATED VIEWS OF LEARNINGCOGNITIVE DEVELOPMENT AND LEARNING: Plagetian Theory; Developments and Modifications; Social Constructivism; Implications of Developmental Theories for TeachingOPTIMISING LEARNING: Match; Cognitive DissonanceCONNECTIONISM^l THE PROMISE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY^l 3. AssessmentWHY ASSESS?^l WHAT CAN WE ASSESS?: Attainment; AptitudeFUNCTIONS OF ASSESSMENT: Summative Assessment; Formative Assessment; The Range of Functions; Formal versus Informal AssessmentsTYPES OF TESTS: Criterion Referenced Tests; Norm - Referenced Tests; Individual and Group TestsTEST CONTENT AND STRUCTURE: Test Items; Test CharacteristicsINTELLIGENCE TESTING: General Verbal Abilities (Verbal Intelligence); General Non-Verbal Abilities (Non-Verbal Intelligence); The Reliability and Validity of Intelligence MeasuresOTHER FORMS OF ASSESSMENT: Observational Techniques; Interviews; Dynamic AssessmentNATIONAL CURRICULUM ASSESSMENTS: Reliability and Validity of the SATs; Baseline Assessments; Records of Achievement; Value-Added Measures4. Individual Differences and AchievementTHE IMPORTANCE OF DIFFERENCES^l INTELLIGENCE: Origins; Developments; The Use of I.Q.; Evidence for I.Q.

as an Academic Predictor; Heritability and AbilitiesHOME BACKGROUND: Family Size and Birth Order; Direct Effects of Home BackgroundGIFTED CHILDREN: What is Meant by 'Gifted'?; Problems with the Use of I.Q. to Identify Gifted Children; Why Identify Gifted Children?; Additional Help for Gifted Children; The Origin of High AbilitiesCREATIVITY: Measuring Creativity; The Creative Process; Facilitating CreativityTHINKING SKILLS: Problem Solving; Knowledge and Ruins; The Use of Thinking Skills; Metacognitive Skills; Programmes to Develop Thinking SkillsCOGNITIVE STYLE: Integrating Styles; Implications of Different Cognitive StylesPERSONALITY: Using More Factors; Educational Implications5. Involving StudentsMOTIVATION: What is Motivation?; Why is Motivation Important for Education; Roles, Conformity and Obedience; Instincts, Drives and Needs; Arousal and Stress; Emotions and Their Functions; Behavioural Approaches; Extrinsic versus Intrinsic Motivation; The SelfATTRIBUTIONAL PROCESSES: Attribution Retraining; Implications for Teacher Control and ManagementTASK INVOLVEMENT AND COGNITIVE DEVELOPMENT: Applying Plagetian Theories; Play and Learning; Implications of Cognitive Development for TeachingTEACHER EXPECTATIONS: How Expectations Work; Empowerment6. The Educational ContextTHE IMPORTANCE OF CONTEXTSCHOOL EFFECTIVENESS: Do Schools Make a Difference?; The Size of School EffectsTHE PHYSICAL ENVIRONMENT: Layout and Pleasantness; Open Plan Designs; Density and Crowding; Noise and Pupil Progress; School SizeORGANISATION OF PUPILS AND TEACHING: Overall School Structures; Time of Day and Learning; Classroom Location of Pupils; Seating Arrangements; Learning in Groups; Mixed Ability versus Ability Grouping; Class Size Effects; Reducing Class SizeTEACHING EFFECTS: Teaching Styles and Management; Whole-Class Teaching; Do Teachers Matter?; Evidence of Gains; Teacher Effects7. Society and CultureSOCIETY: Culture and Schools; Sociologic.