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A child may be able to think abstractly about mathematics, < but remain limited to concrete thought when reasoning about human relationships.
Often represented as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social < roles, moral reasoning, and beliefs about the nature of knowledge
Piaget's views of moral development were elaborated by Kohlberg < into a stage theory of moral development
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Each person has an individual profile of characteristics, abilities < and challenges that result from predisposition, learning and development.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing < is an invention of educational psychology, and is coincident with the development of that discipline.
Piaget's views of moral development were elaborated by Kohlberg < into a stage theory of moral development.
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Children with identified deficits may be provided < with enhanced education in specific skills such as phonological awareness.
Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single factor known < as general intelligence, multiple factors (e.g., Gardner's theory of multiple intelligences), or whether it can be measured at all.
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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In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC < are widely used in economically - developed countries to identify children in need of individualized educational treatment.
Children classified as gifted are often provided with accelerated < or enriched programs.
In addition to basic abilities, the individual's personality traits are also important, with people higher in conscientiousness < and hope attaining superior academic achievements, even after controlling for intelligence and past performance.
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They manifest as individual differences in intelligence, creativity, cognitive style, motivation < and the capacity to process information, communicate, and relate to others.
In addition to basic abilities, the individual's personality traits are also important, with people higher in conscientiousness < and hope attaining superior academic achievements, even after controlling for intelligence and past performance.
Perhaps Piaget's most enduring contribution < is his insight that people actively construct their understanding through a self-regulatory process.
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Children classified as gifted are often provided with accelerated < or enriched programs.
In addition to basic abilities, the individual's personality traits are also important, with people higher in conscientiousness < and hope attaining superior academic achievements, even after controlling for intelligence and past performance.
Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single factor known < as general intelligence, multiple factors (e.g., Gardner's theory of multiple intelligences), or whether it can be measured at all.
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The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), < learning disability, dyslexia, and speech disorder.
Less common disabilities include mental retardation, < hearing impairment, cerebral palsy, epilepsy, and blindness.
Children classified as gifted are often provided with accelerated < or enriched programs.
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One study found that university students who took a child development course and attained high grades showed, when tested 10 years later, average retention scores of about 30 %, < whereas those who obtained moderate or lower grades showed average retention scores of about 20%.
There is much less consensus on the crucial question of < how much knowledge acquired in school transfers to tasks encountered outside formal educational settings, and how such transfer occurs.
Some psychologists claim that research evidence for this type of far transfer is scarce, < while others claim there is abundant evidence of far transfer in specific domains.
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There is much less consensus on the crucial question of < how much knowledge acquired in school transfers to tasks encountered outside formal educational settings, and how such transfer occurs.
In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC < are widely used in economically - developed countries to identify children in need of individualized educational treatment.
Children classified as gifted are often provided with accelerated < or enriched programs.
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Often represented as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), < social roles, moral reasoning, and beliefs about the nature of knowledge.
Piaget's views of moral development were elaborated by Kohlberg < into a stage theory of moral development.
Several perspectives have been established within < which the theories of learning used in educational psychology are formed and contested.