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  Educational psychology is concerned with how students learn and develop, < often focusing on subgroups such as gifted children and those subject to specific disabilities.
  Educational psychology both draws from < and contributes to cognitive science and the learning sciences.
  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.
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  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.
  Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified in the US and Canada < as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists.
  Educational psychology both draws from < and contributes to cognitive science and the learning sciences.
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  Developmental theories 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.
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  People develop more sophisticated beliefs < about knowledge as they gain in education and maturity.
  Rudolf Steiner's model of child development interrelates physical, emotional, cognitive, and moral development in < developmental stages similar to those later described by Piaget.
  Educational psychology is concerned with how students learn and develop, < often focusing on subgroups such as gifted children and those subject to specific disabilities.
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  Piaget proposed a developmental theory of moral reasoning in which children progress from a naïve 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.
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  For example, educational psychologists have researched the instructional applicability of Jean Piaget's theory of development, < 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.
  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.
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  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 social cognitive theory of morality) < are required to explain bullying.
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  Researchers have found that transitions, such as from concrete to abstract logical thought, < do not occur at the same time in all domains.
  To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, < educational psychology develops and applies theories of human development.
  People develop more sophisticated beliefs < about knowledge as they gain in education and maturity.
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  For example, other factors such as modeling (as described by the social cognitive theory of morality) < are required to explain bullying.
  To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, < educational psychology develops and applies theories of human development.
  A child may be able to think abstractly about mathematics, < but remain limited to concrete thought when reasoning about human relationships.
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  Perhaps Piaget's most enduring contribution < is his insight that people actively construct their understanding through a self-regulatory process.
  Developmental theories are sometimes presented < not as shifts between qualitatively different stages, but as gradual increments on separate dimensions.
  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.
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