Includes bibliographical references and indexes.

1. Contents
2. Preface to first edition
3. Preface to eighth edition
4. Section 1 introduction
1. Psychology and education
a. the study of psychology
5. Approaches to psychology
6. Branches of psychology
7. Educational psychology
8. a definition
9. What this book is about
10. Section 2 development
2. The nervous system
11. Organization of the nervous system
12. Receptors
13. Vision
14. Hearing
15. Touch
16. Transmission
17. The brain
a. overall structure
i. the brain stem
ii. hypothalamus
18. Thalamus
19. The limbic system
i. cerebellum (or little brain)
ii. cerebral hemispheres
20. Brain size and laterality
21. Size
22. Laterality
i. language functioning
23. Sex differences
24. Discovering how the brain works
25. memory and the brain
26. emotion and the brain
27. heredity and environments
28. Inheritance
29. Environments ? Physical and social
i. the impact of nature and nurture
ii. sex and gender
30. maturation
3. Attention and perception
31. The meaning of sensation, attention and perception
32. Attention
a. broadbent?s filter theory
33. attention and the brain
a. the factors which influence attention
1. external factors
34. internal factors
35. Set
i. attention and the teacher ? Getting ?set?
36. Meeting a class for the first time
37. Starting a lesson or new topic
38. Keeping attention
a. perception
i. the nature of perception
1. localization
39. recognition
i. visual illusions and perceptual constancy
ii. perceptual style
40. the search for meaning
i. perception and the teacher
41. 4 concept formation and cognitive development
a. concepts
42. theories and definitions
i. imagery
ii. abstract concepts
iii. propositional and imaginal thought
43. some characteristics of concepts
44. piaget?s theory of cognitive development
i. piaget?s stages of development
1. i: the sensori-motor stage
2. iia: pre-conceptual stage
3. iib: intuitive stage
4. iii: concrete operations
5. iv: formal operations
ii. some criticisms of piaget?s theory
b. implications of piaget?s work for the teacher
45. information-processing approach to cognitive development
a. concept attainment
i. vygotsky (1896?1934)
1. social constructivism
46. vygotsky and concept formation
1. scaffolding
ii. bruner?s strategies

47. 5 language, literacy and numeracy
48. characteristics of spoken language
49. the functions of spoken language
1. egocentric and socialized speech
b. language acquisition
i. the onset of language
1. language learning and operant conditioning
2. the inheritance of linguistic competence
3. a middle way in language acquisition
ii. vocabulary growth
1. signs, signals and symbols
2. speed of vocabulary growth
3. sex differences in language performance
50. language and thought
i. origins of language and thought
ii. cognitive growth and representation
51. language and meaning
a. non-verbal communication
b. teaching language skills - literacy
i. in the home
1. social differences
2. speech problems
ii. at school
1. talking and listening
2. reading
3. decoding methods of teaching reading
4. ?Reading for meaning? Methods of teaching reading
5. the ?searchlights? Model
6. reading recovery (marie clay)
7. writing
8. numeracy

52. Section 3 learning
53. 6 learning theory and practice
54. the task of learning theorists for teachers
55. two approaches to learning
56. the behaviourists (or connectionists)
57. j. B. Watson (1878?1958)
58. e. L. Thorndike (1874?1949)
i. P. Pavlov (1849?1936)
b. L. Hull (1884?1952)
c. F. Skinner (1904?1990)
d. the cognitive approach
e. learning theories and teaching children
i. motivation
59. habits and learning sets
i. knowledge of results
60. whole or part learning
61. schematic v. Rote learning
i. mental exercise
ii. closure
1. cognitive closure
2. social closure
iii. ?Insightful? Learning
iv. computer-based education
1. linear programs
2. branching programs
3. recent developments
v. the place of computer-based learning in schools
62. 7 learning and memory
a. information-processing model of memory
b. encoding
63. storage
i. sensory register
ii. short-term or working memory (stm)
iii. long-term memory (ltm)
64. explicit (declarative) and implicit (procedural or non-declarative) memory
a. retrieval (recall, remembering, forgetting)
i. forgetting
ii. a curve of forgetting
65. access and storage failure
i. reminiscence
ii. massed and distributed practice
66. serial learning
a. approaches to learning
67. learning to learn (metacognition)
a. study problems
68. organization
69. place of study
i. time of day and length of study
ii. for parents
70. for pupils ? From teachers
i. personal, social and academic problems
ii. the peer group
iii. meaningfulness of task
iv. revision
v. ?Whole? And ?part? Learning
vi. transfer of training
71. an overview: gagn¿?s conditions of learning
72. 8 human motivation
73. introduction
74. motivation theories
75. instinct theories
a. social anthropology and instincts
b. ethology ? Animal behaviour in natural environments
76. drive and need theories
a. physiological and social needs
77. Critical and sensitive periods ? Physical, psychological and social contexts
78. cognitive theories
a. social cognition
b. cognitive dissonance
79. common ground between theories
80. motivation applied in education
81. a pragmatic view of needs: maslow?s hierarchy
82. changing emphasis from needs to goals
83. extrinsic and intrinsic motivation
a. extrinsic motivators: incentives
b. intrinsic motivators: challenge, curiosity, control and fantasy
c. play
d. play and socio-cultural interaction
e. play and formal education
84. achievement motivation
a. need to achieve
b. level of aspiration
85. expectancy
86. attribution theory and expectation
a. self-concept and achievement: expectations of pupils
b. the self-fulfilling prophecy: expectations of teachers
87. drive and performance
88. Stress
89. definition
90. stress in teachers
a. stressors: the source of stress
b. the symptoms
c. managing stress
91. stress in pupils
a. bullying

92. Section 4 individual differences
93. 9 general cognitive ability (intelligence)
a. defining intelligent behaviour
i. intelligence a, b and c
ii. information processing and intelligence
iii. multiple intelligences
94. intelligence testing
i. the work of binet
ii. modern test design
1. norm-referenced testing
2. criterion-referenced testing
95. intelligence test items
96. some uses of intelligence tests
i. verbal group tests
ii. non-verbal group tests
iii. individual tests
97. selection tests
i. tests for babies
b. factors influencing measured intelligence
i. brain size and other biological factors
98. age
a. sex and gender differences in psychometric intelligence
99. practice and coaching
i. race, home and school
ii. comparing genetic and cultural influences - heredity and environment
b. the structure of abilities
100. 10 the gifted and talented
101. processes leading to exceptional ability
102. defining and assessing the qualities of giftedness
103. performance on ability tests
a. longitudinal research: terman
b. current achievements of children
104. trait creativity ? Using divergent thinking tests
105. divergent thinking and intelligence
106. divergent thinking and subject bias
107. talent
a. biographical details from investigations
b. biographical details from introspection
108. recent developments
a. neurophysiology
b. information processing
c. why are we creative?
d. how are gifted children different?
109. Educating gifted and talented children
110. 11 special educational needs
111. The warnock report
112. Code of practice (dfes, 2001)
113. Sen in state schools
114. Statutory assessment of, and statement for, sen
115. Psychologists in the service of education
116. Assessment
117. Statements of special educational need (statementing)
118. communication and interaction
119. cognition and learning
120. mild and moderate learning difficulties
a. learners who are retarded
121. severe and special learning difficulties
122. dyslexia and autism
a. dyslexia and dyscalculia
b. autism
123. Behaviour, social and emotional development
124. Sensory and physical needs
125. Sensory difficulties
126. Physical difficulties
127. Medical conditions
128. 12 personality, learning and teaching styles
129. theories of personality
(a) na¿ve approaches to personality
130. Interviews
131. Inadequacies of the na¿ve approach
132. (b) the humanist approaches to personality
133. Kelly?s personal construct theory and the repertory grid
134. (c) psychoanalytic theories of personality
135. Some basic principles relating to freud?s work
136. (d) social learning theories
137. (e) trait theories of personality
138. Eysenck?s work
139. R. B. Cattell
140. The ?big five?: costa and mccrae
141. The inheritance of personality traits
142. the assessment of personality
143. Sheldon?s typology of physique and personality
144. Physical experiments and personality
145. Self-rating inventories of personality (psychometrics)
146. Attitude and interest inventories
147. Projection techniques
148. self-concept
149. personality and school achievement
150. Traits and school achievement
151. Type a behaviour (personality)
152. learning and teaching styles
i. cognitive style
ii. affective style
153. styles and pupil performance
154. 13 psychology and career choice
155. Background to the present position
156. Theories of careers development
157. Trait-and-factor theories
158. rodger?s seven point plan
a. physical make-up
b. attainments
c. general cognitive ability
d. special aptitudes
e. interests
f. disposition
g. circumstances
159. holland?s theory
160. developmental theories
161. ginzberg?s theory
a. occupational choice as a developmental process
b. the irreversibility of occupational choice
c. occupational choice: the outcome of compromise
162. super?s view of occupational development
163. Person- and goal-centred approaches
164. Careers education and guidance in schools
i. government guidance
ii. careers, sex and gender issues
165. careers teachers/co-ordinators
166. Section 5 classroom and curriculum management and assessment
167. 14 effective classroom strategies
a. cognitive psychology ? Models of instruction (teaching)
168. entry predispositions
169. instruction or teaching process
170. learning outcomes
171. discovery, guided discovery and expository methods of teaching
i. impact of these methods on british education
172. individual learning and diagnosis
a. behaviour modification: social and academic learning
i. reinforcement ? Rewarding and/or ignoring behaviour
ii. modelling
iii. shaping methods in the classroom
iv. token economies
v. applied behavioural methods in classroom management
b. class management strategies
i. leadership
ii. leadership and exercising control
iii. group management strategies
1. anticipation
2. ?Withitness?
3. smoothness
4. do not stay on a topic too long
5. overlapping
iv. teacher?s clarity of exposition
173. 15 the curriculum process
174. the meaning of curriculum process
175. curriculum interpretation
176. content-based curriculum
177. process-based curriculum
178. product-based curriculum
179. objectives
180. Bloom?s taxonomy
181. task analysis
182. defining objectives
183. criticisms of behavioural objectives
184. knowledge or subject content
185. learning experiences
186. evaluation
187. curriculum planning and the teacher
188. curriculum trends
189. the national curriculum
190. 16 educational assessment
191. classroom assessment practices
192. distinction between assessment and evaluation
193. purposes of assessment in schools
194. evaluating teaching
195. major reasons for assessment
196. attainment (achievement)
197. diagnosis
a. the pupil
b. evaluation of the teacher and the topic
198. prediction
199. providing and maintaining standards ? Targets and benchmarks
200. motivation
201. development
202. social (and administrative) engineering
203. problems associated with assessment
204. reliability
205. validity
a. content validity
b. predictive validity
206. comparability and value added
a. comparing examination marks
b. school performance (league) tables
207. the examinee
208. curriculum
209. sex differences in academic achievement
210. methods of assessment in use
211. conventional written examinations
212. objective-type examinations
a. recall items
b. recognition items
213. continuous (intermittent) assessment
214. oral and practical examinations
215. case history and interpretive questions
216. standardized tests
a. ability tests
b. achievement tests
c. diagnostic tests
217. grade-related criterion tests
218. checklists and rating scales
219. impression marking
220. advantages and limitations of objective-type examinations
221. advantages
222. limitations
223. Assessing, recording and reporting achievement
224. assessing
225. profiles and records of achievement
226. Section 6 educational research and test design
227. 17 research in education
228. studying human behaviour
229. scientific method
230. naturalistic research
231. styles of educational research
232. experimental research
233. correlational research
234. ex post facto research
235. survey research
236. ethnographic research
237. case study research
238. historical research
239. action research
240. meta-analysis
241. limitations of research in educational psychology
242. decision-making from educational research
243. reading the research literature
244. 18 standardization and item analysis
245. standardization of examination marks
246. tabulation
247. graphical representation
248. distributions
249. means
250. modes and medians
251. standard deviation
252. Standardization
253. cumulative frequency
254. standard scores and percentage of a population
255. item analysis
256. test blueprint
257. test item design
258. Appendix 1
259. Name index
260. Subject index