ABSTRACT
The models of the learning process developed in Part II depend almost entirely on evidence from educational research on students’ learning. They seem to provide a useful way of looking at the complex forms of learning which take place in education. However this research on students has drawn explicitly and implicitly on a variety of important psychological concepts whose meaning cannot be fully understood without examining the way in which they are used in the psychological literature. The following chapters examine these concepts in some detail, and consider evidence derived from studies on children. The intention is to fill in frameworks provided by the models and so build up a more complete picture of educational psychology out of which implications for teaching and learning can be explored in Part IV.
