45 Facts About Educational psychology

Educational psychology is the branch of psychology concerned with the scientific study of human learning.

The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education, classroom management, and student motivation.

In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.

Field of educational psychology involves the study of memory, conceptual processes, and individual differences in conceptualizing new strategies for learning processes in humans.

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Educational psychology has been built upon theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology, and information processing.

Educational psychology has seen rapid growth and development as a profession in the last twenty years.

School Educational psychology began with the concept of intelligence testing leading to provisions for special education students, who could not follow the regular classroom curriculum in the early part of the 20th century.

However, "school Educational psychology" itself has built a fairly new profession based upon the practices and theories of several psychologists among many different fields.

Educational psychology followed by contrasting Plato's theory of innate learning processes.

Educational psychology believed that the mind was like a blank tablet, and that successions of simple impressions give rise to complex ideas through association and reflection.

Educational psychology's studies focused on humanistic learning, which opposed scholasticism and was influenced by a variety of sources including philosophy, psychology, politics, religion, and history.

Educational psychology was one of the first prominent thinkers to emphasize that the location of a school is important to learning.

Educational psychology suggested that a school should be located away from disturbing noises; the air quality should be good and there should be plenty of food for the students and teachers.

Educational psychology believed that learning was influenced by interest in the subject and the teacher.

Educational psychology thought that teachers should consider the students' existing mental sets—what they already know—when presenting new information or material.

Educational psychology believed that it was important for teachers to take into account individual students' strengths and the needs of the classroom as a whole when teaching and creating a good learning environment.

Educational psychology believed that it was important to train teachers in observation so that they would be able to see individual differences among children and adjust the curriculum to the students.

Educational psychology based teaching practices on empirical evidence and measurement.

Educational psychology found that learning is done a little at a time or in increments, learning is an automatic process and its principles apply to all mammals.

Educational psychology contributed word dictionaries that were scientifically based to determine the words and definitions used.

Educational psychology integrated pictures and easier pronunciation guide into each of the definitions.

Educational psychology made all the problems more realistic and relevant to what was being studied, not just to improve the general intelligence.

Educational psychology developed tests that were standardized to measure performance in school-related subjects.

Educational psychology believed that the classroom should prepare children to be good citizens and facilitate creative intelligence.

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Educational psychology pushed for the creation of practical classes that could be applied outside of a school setting.

Educational psychology thought that education should be student-oriented, not subject-oriented.

Educational psychology believed in an active mind that was able to be educated through observation, problem-solving, and enquiry.

Educational psychology stated that material should be relative to the student's own experience.

Educational psychology believed that learning was constrained to the child's cognitive development.

Educational psychology advocated for discovery learning where teachers create a problem solving environment that allows the student to question, explore and experiment.

Educational psychology believed that how the subject was structured was important for the student's understanding of the subject and that it was the goal of the teacher to structure the subject in a way that was easy for the student to understand.

Educational psychology helped with the development of the head start program.

Educational psychology was interested in the influence of culture on education and looked at the impact of poverty on educational development.

Educational psychology thought that teachers should provide feedback to the students on their strengths and weaknesses.

Educational psychology found that they differ in understanding the basis of the problem and the ideas in the problem.

Educational psychology found that students differ in process of problem-solving in their approach and attitude toward the problem.

Educational psychology edited the book Handbook of Research on Teaching, which helped develop early research in teaching and educational psychology.

Educational psychology psychologists have used dual coding theory and cognitive load theory to explain how people learn from multimedia presentations.

Educational psychology research has confirmed the applicability to the education of other findings from cognitive psychology, such as the benefits of using mnemonics for immediate and delayed retention of information.

Educational psychology psychologists distinguish individual constructivism, identified with Piaget's theory of cognitive development, from social constructivism.

Educational psychology believed the task individuals can do on their own do not give a complete understanding of their mental development.

Educational psychology originally defined the ZPD as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.

Educational psychology said “This difference between twelve and eight, or between nine and eight, is what we call the zone of proximal development.

Introductory educational psychology is a commonly required area of study in most North American teacher education programs.

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