Book Description:
The field of educational psychology is primarily concerned with teaching and learning. Educational psychology has a long historical past and an extensive record of conducting empirical research into the teaching/learning process. Educational psychology has also been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. Over the past 50 years, educational psychology has been predominantly involved with the learning processes of the “ normal, average “ student. However, over the past 20 years, mainstreaming and later inclusion has presented an additional challenge for educational psychologists and classroom teachers. This new book presents leading research on cognition and learning, individual differences and motivation.

Table of Contents:
Preface

Chapter 1. Dyslexic Teenagers: How They Cope and Could A New Measure Be Helpful in Screening Those in Difficulty At School?, pp. 1-81
(Neil Alexander-Passe, School of Psychology,London South Bank Univ.,UK)

Chapter 2. Interest and Motivation: A Cultural-Historical and Discursive Psychological Approach, pp. 83-114
(Wolff-Michael Roth & Pei-Ling Hsu Univ.of Victoria)

Chapter 3. Reading fluency and Dyslexia:Innovative developments in the role of Associative learning and Repetitive exposure in skill acquisition, pp. 115-143
(IWAL Research,IWAL Inst.for Dyslexia,,Amsterdam,The Netherlands,)

Chapter 4. Cultural Influences on the Learning of Science: An African Perspective, pp. 145-180
(Fred N. Keraro and Mark I.O. Okere,Univ.Dept.of Curriculum,Instruction and Educational Management,Egerton,Kenya.)

Chapter 5. Non-Linear Dynamic Modeling of Microdevelopmental Processes of Students' Conceptual Change in Science, pp. 181-206
(Li Sha, Faculty of Education, Simon Fraser University, Canada;
Xiufeng Liu Graduate School of Education State Univ.of New York at Buffalo,USA)

Chapter 6. Phonology,Discrepancy,Instruction and Dyslexia:Adversaries or Allies?, pp. 207-224
(Peter Brooks and John Everatt Private Educational Psychologist Univ.of Surrey)

Chapter 7. Dyslexia and Loss of the Learning Dialogue, pp. 225-244
(Neli Alexader-Passe London South Bank Univ.,UK and Bob Zimmer, The Open University, UK)

Chapter 8. Cognitive load theory and instructional design:An Outline of the theory reflections on a need for new direction to cater for individual difference and motivation, pp. 245-259
(Wayne Michael Leahy,Univ.of Sydney,Australia)

Chapter 9. Attitude Towards School, Motivation, Emotions and Academic Achievement, pp. 261-276
(Angelica Moe, Francesca Pazzaglia, Patrizio Tressoldi, and Cristina Toso Dipt. di Psicologia Generale- Univ.di Padova- Italy)

Chapter 10. Individual Differences in Attitude to School and Social Reputation Among Peers: Implications for Behavioural Adjustment in Educational Settings, pp. 277-287
(Estefania Estevez, Nicholas Emler, Univ.Miguel Hernandez de Elche,Alicante,Spain)

Chapter 11. Dyslexia as a Syndrome: Don't let 'Reading Disability Steal the Show, pp. 289-292
(Tim Miles School of Psychology Univ.Bangor, Wales.UK)

Index