教育心理学
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教育心理学是研究在教育情境下人类的学习、教育干预的效果、教学心理，以及学校组织的社会心理学。教育心理学和学校心理学这两个名词经常交替使用，
[编辑] 主要學習理論教育心理學家透過學習理論為指引來幫助他們有效研究一般人的學習模式。當中有不少學習理論廣為世人所接受，茲詳列如下： [编辑] 社会、道德与认知发展
要理解儿童、青春期、成人和老年学习者的特征，教育心理学 develops and applies theories of 人类发展心理学. Often cast as stages through which people pass as they mature, 发展理论描述了智力（认知）、社会角色、道德推理、和 例如，教育心理学家 have researched the instructional applicability of 皮亚杰发展理论, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget's most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.[1] 皮亚杰 proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget's views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the 道德的社会认知理论) are required to explain bullying. 发展理论are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people's belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.[2] [编辑] 个体差异与残疾
每个人 has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness. 尽管智力理论 have been discussed by 哲学家 since 柏拉图, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman's general intelligence), multiple factors (as in Sternberg's triarchic theory of intelligence and Gardner's theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness. [编辑] 学习与认知2个基本假定that underlie formal education systems are that students (a) retain knowledge and skills they acquire in school, and (b) can apply them in situations outside the classroom. But are these assumptions accurate? Research has found that, even when students report not using the knowledge acquired in school, a considerable portion is retained for many years and long term retention is strongly dependent on the initial level of mastery.[3] One study found that university students who took a child development course and attained high grades showed, when tested 10 years later, average retention scores of about 30%, whereas those who obtained moderate or lower grades showed average retention scores of about 20%.[4] There is much less consensus on the crucial question of how much knowledge acquired in school transfers to tasks encountered outside formal educational settings, and how such transfer occurs.[5] Some psychologists claim that research evidence for this type of far transfer is scarce,[6] [7] while others claim there is abundant evidence of far transfer in specific domains.[8] Several perspectives have been established within which the theories of learning used in educational psychology are formed and contested. These include 行为主义, Cognitivism, 社会认知, and Constructivism. This section summarizes how educational psychology has researched and applied theories within each of these perspectives. [编辑] 行为主义观点[编辑] 认知观点![3个实验 reported by Krug, Davis and Glover[9] demonstrated the advantage of delaying a 2nd reading of a text passage by one week (distributed) compared with no delay between readings (massed).](/wiki/Image:KrugDavisGlover1990.png)
[编辑] 社会认知观点社会认知理论
[编辑] 建构主义观点[编辑] 动机[编辑] 研究方法[编辑] 定量方法
[编辑] 定性方法[编辑] 应用于教学设计与教育工艺学![Bloom's taxonomy of educational objectives: categories in the cognitive domain[10]](/wiki/Image:BloomsCognitiveDomain.svg)
[编辑] 应用于教学![美国的班级规模实验，发现在低年级进行3年以上的小型班级教学，将提高来自低收入家庭的学生的中学毕业率。[11]](/wiki/Image:FinnGerberBoydZaharias2005.png)
课堂管理和教育学的研究应用于指导教学实践，是师范教育计划的基础课。课堂管理的目标是创造一个有利于学习活动和发展学生自我管理能力的环境，努力创造积极的师生关系，使学生群体to sustain on-task 行为，用counselling 和其他心理学方法帮助学生存在的牢固的心理问题。[12] [编辑] 历史[编辑] 有影响的教育心理学家The following persons were selected and featured in a recent biographical history of educational psychology[13] as having made significant contributions to the field:
[编辑] 教育心理学家职业[编辑] 教育培训[编辑] 职业展望[编辑] 研究刊物
[编辑] 外部链接
[编辑] Careers in the United Kingdom
[编辑] Careers 在美国[编辑] 教科书
[编辑] 参考
[编辑] 参看
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