ABSTRACT
The contribution of psychology to curriculum studies is twofold; it provides, firstly, conceptual models and information which can assist educational planning, and, secondly, it contains methodologies which can be adapted for educational inquiry. In the present state of development of the discipline, the models and methodologies are embarrassingly diverse, and the information often incomplete and contradictory. There is no one psychological theory, but a range of studies and theories of differing levels of sophistication. None the less, some fields have been sufficiently developed to offer guidelines to the teacher and curriculum planner.
