EDU PSYCH LAB

Educación, Psicología & Ciencia


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El cerebro cuenta + –

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La neurociencia evolutiva es un punto de encuentro entre la psicología evolutiva y la neurociencia. Mi campo de estudio siempre ha sido la psicología cognitiva, pero al tratarse del cerebro del niño siempre hemos de considerar la evolución de este maravilloso órgano durante los primeros años de vida. La neurociencia evolutiva nos permite saber un poquito más sobre el funcionamiento del cerebro a través de registros conductuales y técnicas de neuroimagen. – ¿Por qué resulta tan interesante desde el punto de vista de la psicología? La neurociencia nos permite comprender y explicar algunos fenómenos que se producen en el cerebro y que suponen el origen de una determinada (dis)función a nivel cognitivo, que es lo que yo en este caso puedo medir/observar. Con esto no pretendemos decir que cada vez que se produce una dificultad tenga que existir en una disfunción, pero si es cierto que cuando nos encontramos con dificultades muy pronunciadas “conocer de dónde vienen” es crucial para desarrollar programas de enriquecimiento a medida, útiles y eficaces.

Lo bonito del cerebro del niño es el increíble potencial de mejora que posee; se pueden hacer cosas increíbles para mejorar.

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La sinestesia desde adentro

Para todas aquellas personas que sienten curiosidad sobre cómo se siente una persona con sinestesia, os traigo hoy un relato de vivencias. 

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“Estoy muy contenta porque azul viene a verme. Es azul celeste y cuando se acerca todo me parece bonito. Creo que azul será mi mejor amigo. Espiral azul” – 12 años de edad.

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Neuroeconomía y el arte de decidir

Suena complejo eso de la Neuroeconomía, sin embargo quizás pueda reducirse simplemente a analizar el por qué nos comportamos de cierta manera o tomamos algunas decisiones. Al final, la vida es eso, un puñado de buenas y malas decisiones. Hay un puente que no es fácil de distinguir entre la matemática y la psicología, en esa dirección también está la economía y todo ello en conjunto empuja a la política y a las sociedades.

Es demasiado complejo tratar de comprender qué ocurre en el cerebro cuando apostamos o decidimos, y sobre todo por qué algunas personas son tan patosas en el proceso, y sin embargo otras suelen acertar más o menos en el blanco.

En mi caso, nunca quise estudiar matemáticas, e incluso me resulta aburrido buscar los símbolos matemáticos en el teclado. Yo no sé de matemáticas, pero comencé a investigar sobre la cognición numérica y había algo en ella que me apasionaba. Tampoco nunca quise estudiar los mercados, ni formar parte del mundo corporativo, sin embargo tras descubrir el poder del comportamiento de masas y elección de compra y adquisición que mostramos los humanos y el impacto que todo ello genera en la sociedad, la curiosidad se apoderó de mí. Sigue leyendo


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Infographic: Memory & Learning

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Over the time, we are changing the way we interact with information. This infographic was designed as an introduction to Memory (in Cognitive Psychology); it supposes that our brains process 60.000 times faster visual information than text-based information (what psychologists call “the pictorial superiority effect”, 1976).

I´ll try to introduce video infographics in the classroom…  🙂 Have a nice day!


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From theories to practice: Alex, what does “1”mean ?

Many authors have paid attention to the etiology of dyscalculia (here I use dyscalculia or math disability as equivalent terms, even is not very purist). In this post, we  address some of the most famous theories in this field and how we can link them to the real practice.
Almost everybody agrees with the two most famous theories in this area, which are actually an amazing work in numerical cognition. These theories propose that number troubles come from a weakness in number sense or numerosity coding.

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Mental Number Line

 

  1. The Theory of the Approximate Number System (ANS), and how we use it for representing large and approximate numbers via a mental number line (Dehaene, 2011).
    Is “8” big or small? – If we consider that a number lower than 5 is small.
    Is “6” big or small?
    Probably it´s much easier for a kid to say that 10 is a big number, due to the “mental line distribution”
  2. The Numerosity- Coding Hypothesis proposed by Butterworth (2010), which states that Math Disability is caused by a deficit in the processing of smaller and exact sets of numbers.
    These theories state that we all have a preverbal ability which contributes to the foundation for the Symbolic Number System that we use to learn mathematics.

 

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Blue or Yellow? – In the easy task, the blue stars are much more salient but in the difficult task, a number of stars are quite similar, thus the RT increases.

 

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Space, Time and Numbers!

As my father says, – Nothing better as calculate accurately the right time you need to rich the precise location where you wanted to be. Punctuality

Is there some relation between how humans perceive the space and time with numbers? Why?

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Photo by Louis Luangkesorn

 

In this post, we will discuss about – magnitude processing (one of my favorite topics in cognitive psychology), and how the brain deals with information about time, space, number and other magnitudes.

During the last two years, I spent a lot of time reading articles about numerical cognition, thus everything I´ll write here is linked to these discoveries and thanks to a hundred of researchers and academics that have been publishing about this topic (and struggling with it).

Rats, chimpanzees and pigeons are gifted at calculations

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A pigeon performing a math test. Willian van der Vliet

– What? That was also my reaction. I am struggling with a derivate and a pigeon understands math. Yes (feed them today!)
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Executive Functions in the Schools

Why study EF?

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School Program

EFS (Executive Functions) are complex. Complex to assess, to work with and even to write about them; and even so, I chose this topic for my research and PhD dissertation. EFS comprise a diverse range of cognitive processes which underline many disorders and difficulties that children and youngsters present at school and everyday life. Through the understanding of all these cognitive processes – planning, working memory, attention, inhibition, self-monitoring, self-regulation and initiation, we will be able to develop different programs and individual interventions to help them, not only in educational settings but wellbeing in life (emotional and social development). It becomes a challenge.

Students use EF at school, to complete assignments, engage during the lessons, learn concepts, and behave appropriately. There are many studies which prove a direct relation between EF and achievement in math, language skills, reading comprehension and writing (Sluis, de Jong & van der Leij, 2004).

When children experiment delays in the development of different EF, their understanding of academic material and social interactions suffer (they may be unable to establish new friendships or interact socially).
Several common developmental disorders emerge during early childhood (e.g. LD, ADHD, ADD, autism) and are associated with impairment in EF. Many kids show “x” behaviors sometimes, however if these behaviors persist along the time, or increase their intensity or interfere with their everyday life, parents should be aware and ask for help. To present certain troubles in EF during childhood, it doesn’t mean that the kid presents a disorder, but often EF issues co-occur with learning, ADHD or developmental delays. Sigue leyendo