Editing Educational psychology (section)

====Cognitive view of intelligence====
[[File:Figural Relationships.svg|right|thumb|An example of an item from a cognitive abilities test]]
Each person has an individual profile of characteristics, abilities, and challenges that result from predisposition, learning, and development. These manifest as individual differences in [[intelligence (trait)|intelligence]], [[creativity]], [[cognitive style]], [[motivation]], and the capacity to process information, communicate, and relate to others. 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 [[intellectual disability]], [[hearing impairment]], [[cerebral palsy]], [[epilepsy]], and [[blindness]].<ref name=woolfolk/>

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. Continuing debates about the nature of intelligence revolve on whether it can be characterized by a single [[factor analysis|factor]] known as [[general intelligence factor|general intelligence]],<ref name=spearman1904>Spearman, C. (1904) "General intelligence" objectively determined and measured. ''American Journal of Psychology'', 15, 201–93.</ref> multiple factors (e.g., [[Howard Gardner|Gardner's]] [[theory of multiple intelligences]]<ref>Gardner, Howard. (1983) ''Frames of Mind: The Theory of Multiple Intelligences''. New York: Basic Books.</ref>), or whether it can be measured at all. In practice, standardized instruments such as the [[Stanford-Binet IQ test]] and the [[Wechsler Intelligence Scale for Children|WISC]]<ref>Wechsler, D. (1949). ''The Wechsler Intelligence Scale for Children.'' New York: Psychological Corp.</ref> 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. Children with identified deficits may be provided with enhanced education in specific skills such as [[phonological awareness]]. In addition to basic abilities, the individual's personality [[trait theory|traits]] are also important, with people higher in [[conscientiousness]] and [[hope]] attaining superior academic achievements, even after controlling for intelligence and past performance.<ref>Day, L.; Hanson, K.; Maltby, J.; Proctor, C.L. & Wood, A.M. (in press). [https://web.archive.org/web/20110928104551/http://personalpages.manchester.ac.uk/staff/alex.wood/hope_education.pdf Hope uniquely predicts objective academic achievement above intelligence, personality, and previous academic achievement.] ''Journal of Research in Personality''.</ref>