ABSTRACT
Educational psychology differs from most of the other subdisciplines of education. Some of the differences are to be expected of a psychology-based area. We expect that educational psychology might place a greater emphasis on human cognition and its consequences for learning and instruction than areas of education concerned with, for example, curriculum matters. The chapters of this book reflect that emphasis on the mind, its structures and functions and what those structures and functions mean for educational processes. In these relations we find the basic raison d’être of educational psychology.
